CS Principles 2018

Standards Alignment

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Unit 1: The Internet

Lesson 1: Personal Innovations

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CI - Community, Global, and Ethical Impacts
  • CI.L3B:2 - Analyze the beneficial and harmful effects of computing innovations.
  • CI.L3B:4 - Summarize how computation has revolutionized the way people build real and virtual organizations and infrastructures.

Computer Science Principles

7.1 - Computing enhances communication, interaction, and cognition.
7.1.1 - Explain how computing innovations affect communication, interaction, and cognition. [P4]
  • 7.1.1A - Email, short message service (SMS), and chat have fostered new ways to communicate and collaborate.
  • 7.1.1B - Video conferencing and video chat have fostered new ways to communicate and collaborate.
  • 7.1.1C - Social media continues to evolve and foster new ways to communicate.
  • 7.1.1D - Cloud computing fosters new ways to communicate and collaborate.
  • 7.1.1E - Widespread access to information facilitates the identification of problems, development of solutions, and dissemination of results.
  • 7.1.1F - Public data provides widespread access and enables solutions to identified problems.
  • 7.1.1G - Search trends are predictors.
  • 7.1.1H - Social media, such as blogs and Twitter, have enhanced dissemination.
  • 7.1.1I - Global Positioning System (GPS) and related technologies have changed how humans travel, navigate, and find information related to geolocation.
  • 7.1.1J - Sensor networks facilitate new ways of interacting with the environment and with physical systems.
  • 7.1.1K - Smart grids, smart buildings, and smart transportation are changing and facilitating human capabilities.
  • 7.1.1L - Computing contributes to many assistive technologies that enhance human capabilities.
  • 7.1.1M - The Internet and the Web have enhanced methods of and opportunities for communication and collaboration.
  • 7.1.1N - The Internet and the Web have changed many areas, including ecommerce, health care, access to information and entertainment, and online learning.
  • 7.1.1O - The Internet and the Web have impacted productivity, positively and negatively, in many areas.
7.2 - Computing enables innovation in nearly every field.
7.2.1 - Explain how computing has impacted innovations in other fields. [P1]
  • 7.2.1A - Machine learning and data mining have enabled innovation in medicine, business, and science.
  • 7.2.1B - Scientific computing has enabled innovation in science and business.
  • 7.2.1C - Computing enables innovation by providing access to and sharing of information.
  • 7.2.1G - Advances in computing as an enabling technology have generated and increased the creativity in other fields.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1A - Innovations enabled by computing raise legal and ethical concerns.
  • 7.3.1B - Commercial access to music and movie downloads and streaming raises legal and ethical concerns.
  • 7.3.1C - Access to digital content via peer to peer networks raises legal and ethical concerns.
  • 7.3.1D - Both authenticated and anonymous access to digital information raise legal and ethical concerns.
  • 7.3.1E - Commercial and governmental censorship of digital information raise legal and ethical concerns.
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.
  • 7.3.1H - Aggregation of information, such as geolocation, cookies, and browsing history, raises privacy and security concerns.
  • 7.3.1I - Anonymity in online interactions can be enabled through the use of online anonymity software and proxy servers.
  • 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.
  • 7.3.1K - People can have instant access to vast amounts of information online; accessing this information can enable the collection of both individual and aggregate data that can be used and collected.
  • 7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.
  • 7.3.1M - Targeted advertising is used to help individuals, but it can be misused at both individual and aggregate levels.
  • 7.3.1N - Widespread access to digitized information raises questions about intellectual property.
  • 7.3.1O - Creation of digital audio, video, and textual content by combining existing content has been impacted by copyright concerns.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
  • 7.4.1A - The innovation and impact of social media and online access is different in different countries and in different socioeconomic groups.
  • 7.4.1B - Mobile, wireless, and networked computing have an impact on innovation throughout the world.
  • 7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.
  • 7.4.1D - Groups and individuals are affected by the “digital divide” — differing access to computing and the Internet based on socioeconomic or geographic characteristics.

CSTA K-12 Computer Science Standards (2017)

IC - Impacts of Computing
  • 3B-IC-27 - Predict how computational innovations that have revolutionized aspects of our culture might evolve.

Lesson 2: Sending Binary Messages

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
  • CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CT - Computational Thinking
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2D - The interpretation of a binary sequence depends on how it is used.
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
  • 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-21 - Evaluate and refine computational artifacts to make them more usable and accessible.
DA - Data & Analysis
  • 2-DA-07 - Represent data using multiple encoding schemes.
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.

Lesson 3: Sending Binary Messages with the Internet Simulator

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
  • CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CT - Computational Thinking
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2D - The interpretation of a binary sequence depends on how it is used.
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1B - Models may use different abstractions or levels of abstraction depending on the objects or phenomena being posed.
  • 2.3.1C - Models often omit unnecessary features of the objects or phenomena that are being modeled.
  • 2.3.1D - Simulations mimic real world events without the cost or danger of building and testing the phenomena in the real world.
2.3.2 - Use models and simulations to formulate, refine, and test hypotheses. [P3]
  • 2.3.2A - Models and simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
  • 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.
6.1 - The Internet is a network of autonomous systems.
6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]
  • 6.1.1A - The Internet connects devices and networks all over the world.
  • 6.1.1C - Devices and networks that make up the Internet are connected and communicate using addresses and protocols.
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2D - Interfaces and protocols enable widespread use of the Internet.
  • 6.2.2J - The bandwidth of a system is a measure of bit rate — the amount of data (measured in bits) that can be sent in a fixed amount of time.
  • 6.2.2K - The latency of a system is the time elapsed between the transmission and the receipt of a request.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-21 - Evaluate and refine computational artifacts to make them more usable and accessible.
DA - Data & Analysis
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.

Lesson 4: Number Systems

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CT - Computational Thinking
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1D - Number bases, including binary, decimal, and hexadecimal, are used to represent and investigate digital data.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1B - Models may use different abstractions or levels of abstraction depending on the objects or phenomena being posed.
2.3.2 - Use models and simulations to formulate, refine, and test hypotheses. [P3]
  • 2.3.2A - Models and simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration.
  • 2.3.2B - Hypotheses are formulated to explain the objects or phenomena being modeled.
  • 2.3.2C - Hypotheses are refined by examining the insights that models and simulations provide into the objects or phenomena.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 5: Binary Numbers

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CT - Computational Thinking
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1D - Number bases, including binary, decimal, and hexadecimal, are used to represent and investigate digital data.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
  • 2.1.1G - Numbers can be converted from any base to any other base.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2A - A finite representation is used to model the infinite mathematical concept of a number.
  • 2.1.2B - In many programming languages, the fixed number of bits used to represent characters or integers limits the range of integer values and mathematical operations; this limitation can result in overflow or other errors.
  • 2.1.2C - In many programming languages, the fixed number of bits used to represent real numbers (as floating point numbers) limits the range of floating point values and mathematical operations; this limitation can result in round
  • 2.1.2D - The interpretation of a binary sequence depends on how it is used.
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1B - Models may use different abstractions or levels of abstraction depending on the objects or phenomena being posed.
  • 2.3.1C - Models often omit unnecessary features of the objects or phenomena that are being modeled.
  • 2.3.1D - Simulations mimic real world events without the cost or danger of building and testing the phenomena in the real world.
2.3.2 - Use models and simulations to formulate, refine, and test hypotheses. [P3]
  • 2.3.2A - Models and simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration.
  • 2.3.2B - Hypotheses are formulated to explain the objects or phenomena being modeled.
  • 2.3.2C - Hypotheses are refined by examining the insights that models and simulations provide into the objects or phenomena.
  • 2.3.2D - The results of simulations may generate new knowledge and new hypotheses related to the phenomena being modeled.
  • 2.3.2E - Simulations allow hypotheses to be tested without the constraints of the real world.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 6: Sending Numbers

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CT - Computational Thinking
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1D - Number bases, including binary, decimal, and hexadecimal, are used to represent and investigate digital data.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
  • 2.1.1G - Numbers can be converted from any base to any other base.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2A - A finite representation is used to model the infinite mathematical concept of a number.
  • 2.1.2B - In many programming languages, the fixed number of bits used to represent characters or integers limits the range of integer values and mathematical operations; this limitation can result in overflow or other errors.
  • 2.1.2C - In many programming languages, the fixed number of bits used to represent real numbers (as floating point numbers) limits the range of floating point values and mathematical operations; this limitation can result in round
  • 2.1.2D - The interpretation of a binary sequence depends on how it is used.
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1B - Models may use different abstractions or levels of abstraction depending on the objects or phenomena being posed.
  • 2.3.1C - Models often omit unnecessary features of the objects or phenomena that are being modeled.
  • 2.3.1D - Simulations mimic real world events without the cost or danger of building and testing the phenomena in the real world.
2.3.2 - Use models and simulations to formulate, refine, and test hypotheses. [P3]
  • 2.3.2A - Models and simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration.
  • 2.3.2B - Hypotheses are formulated to explain the objects or phenomena being modeled.
  • 2.3.2C - Hypotheses are refined by examining the insights that models and simulations provide into the objects or phenomena.
  • 2.3.2D - The results of simulations may generate new knowledge and new hypotheses related to the phenomena being modeled.
  • 2.3.2E - Simulations allow hypotheses to be tested without the constraints of the real world.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2D - Interfaces and protocols enable widespread use of the Internet.
  • 6.2.2G - Standards for packets and routing include transmission control protocol/Internet protocol (TCP/IP).
  • 6.2.2H - Standards for sharing information and communicating between browsers and servers on the Web include HTTP and secure sockets layer/transport layer security (SSL/TLS).

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-21 - Evaluate and refine computational artifacts to make them more usable and accessible.
DA - Data & Analysis
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.

Lesson 7: Sending Text

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CT - Computational Thinking
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L3A:6 - Analyze the representation and trade-offs among various forms of digital information.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1D - Number bases, including binary, decimal, and hexadecimal, are used to represent and investigate digital data.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2B - In many programming languages, the fixed number of bits used to represent characters or integers limits the range of integer values and mathematical operations; this limitation can result in overflow or other errors.
  • 2.1.2D - The interpretation of a binary sequence depends on how it is used.
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-21 - Evaluate and refine computational artifacts to make them more usable and accessible.
DA - Data & Analysis
  • 2-DA-07 - Represent data using multiple encoding schemes.
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 8: The Internet Is for Everyone

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
CI - Community, Global, and Ethical Impacts
  • CI.L3A:10 - Describe security and privacy issues that relate to computer networks.
  • CI.L3A:4 - Compare the positive and negative impacts of technology on culture (e.g., social networking, delivery of news and other public media, and intercultural communication).

Computer Science Principles

6.1 - The Internet is a network of autonomous systems.
6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]
  • 6.1.1B - An end to end architecture facilitates connecting new devices and networks on the Internet.
  • 6.1.1C - Devices and networks that make up the Internet are connected and communicate using addresses and protocols.
  • 6.1.1E - Connecting new devices to the Internet is enabled by assignment of an Internet protocol (IP) address.
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2E - Open standards fuel the growth of the Internet.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1A - Innovations enabled by computing raise legal and ethical concerns.
  • 7.3.1D - Both authenticated and anonymous access to digital information raise legal and ethical concerns.
  • 7.3.1E - Commercial and governmental censorship of digital information raise legal and ethical concerns.
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.
  • 7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
  • 7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.
  • 7.4.1D - Groups and individuals are affected by the “digital divide” — differing access to computing and the Internet based on socioeconomic or geographic characteristics.
  • 7.4.1E - Networks and infrastructure are supported by both commercial and governmental initiatives.

CSTA K-12 Computer Science Standards (2017)

IC - Impacts of Computing
  • 3A-IC-28 - Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
  • 3B-IC-26 - Evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society.

Lesson 9: The Need for Addressing

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L2:6 - Describe the major components and functions of computer systems and networks.
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Computer Science Principles

6.1 - The Internet is a network of autonomous systems.
6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]
  • 6.1.1C - Devices and networks that make up the Internet are connected and communicate using addresses and protocols.
  • 6.1.1D - The Internet and the systems built on it facilitate collaboration.
  • 6.1.1F - The Internet is built on evolving standards, including those for addresses and names.
  • 6.1.1H - The number of devices that could use an IP address has grown so fast that a new protocol (IPv6) has been established to handle routing of many more devices.
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.1 - Explain characteristics of the Internet and the systems built on it. [P5]
  • 6.2.1C - IP addresses are hierarchical.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2D - Interfaces and protocols enable widespread use of the Internet.
6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.
6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]
  • 6.3.1A - The trust model of the Internet involves tradeoffs.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.
  • 3A-NI-04 - Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.

Lesson 10: Routers and Redundancy

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
  • CD.L3B:4 - Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls, server capability).
CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Computer Science Principles

3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
  • 3.3.1F - Security and privacy concerns arise with data containing personal information.
6.1 - The Internet is a network of autonomous systems.
6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]
  • 6.1.1B - An end to end architecture facilitates connecting new devices and networks on the Internet.
  • 6.1.1C - Devices and networks that make up the Internet are connected and communicate using addresses and protocols.
  • 6.1.1E - Connecting new devices to the Internet is enabled by assignment of an Internet protocol (IP) address.
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.1 - Explain characteristics of the Internet and the systems built on it. [P5]
  • 6.2.1A - The Internet and the systems built on it are hierarchical and redundant.
  • 6.2.1D - Routing on the Internet is fault tolerant and redundant.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2B - The redundancy of routing (i.e., more than one way to route data) between two points on the Internet increases the reliability of the Internet and helps it scale to more devices and more people.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.
  • 3A-NI-04 - Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
  • 3B-NI-03 - Describe the issues that impact network functionality (e.g., bandwidth, load, delay, topology).

Lesson 11: Packets and Making a Reliable Internet

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
  • CD.L3B:4 - Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls, server capability).
CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Computer Science Principles

6.2 - Characteristics of the Internet influence the systems built on it.
6.2.1 - Explain characteristics of the Internet and the systems built on it. [P5]
  • 6.2.1A - The Internet and the systems built on it are hierarchical and redundant.
  • 6.2.1D - Routing on the Internet is fault tolerant and redundant.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2A - Hierarchy and redundancy help systems scale.
  • 6.2.2B - The redundancy of routing (i.e., more than one way to route data) between two points on the Internet increases the reliability of the Internet and helps it scale to more devices and more people.
  • 6.2.2G - Standards for packets and routing include transmission control protocol/Internet protocol (TCP/IP).

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.
  • 3A-NI-04 - Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
  • 3B-NI-03 - Describe the issues that impact network functionality (e.g., bandwidth, load, delay, topology).

Lesson 12: The Need for DNS

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L2:6 - Describe the major components and functions of computer systems and networks.
  • CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
  • CD.L3B:4 - Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls, server capability).
CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Computer Science Principles

6.1 - The Internet is a network of autonomous systems.
6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]
  • 6.1.1G - The domain name system (DNS) translates names to IP addresses.
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.1 - Explain characteristics of the Internet and the systems built on it. [P5]
  • 6.2.1B - The domain name syntax is hierarchical
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2C - Hierarchy in the DNS helps that system scale.
  • 6.2.2D - Interfaces and protocols enable widespread use of the Internet.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-04 - Model the role of protocols in transmitting data across networks and the Internet.
  • 3A-NI-04 - Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
  • 3A-NI-05 - Give examples to illustrate how sensitive data can be affected by malware and other attacks.
  • 3A-NI-06 - Recommend security measures to address various scenarios based on factors such as efficiency, feasibility, and ethical impacts.
  • 3A-NI-07 - Compare various security measures, considering tradeoffs between the usability and security of a computer system.
  • 3B-NI-03 - Describe the issues that impact network functionality (e.g., bandwidth, load, delay, topology).

Lesson 13: HTTP and Abstraction on the Internet

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
CPP - Computing Practice & Programming
  • CPP.L3A:9 - Explain the principles of security by examining encryption, cryptography, and authentication techniques.
CT - Computational Thinking
  • CT.L3A:9 - Discuss the value of abstraction to manage problem complexity.

Computer Science Principles

6.1 - The Internet is a network of autonomous systems.
6.1.1 - Explain the abstractions in the Internet and how the Internet functions. [P3]
  • 6.1.1I - Standards such as hypertext transfer protocol (HTTP), IP, and simple mail transfer protocol (SMTP) are developed and overseen by the Internet Engineering Task Force (IETF).
6.2 - Characteristics of the Internet influence the systems built on it.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2H - Standards for sharing information and communicating between browsers and servers on the Web include HTTP and secure sockets layer/transport layer security (SSL/TLS).

CSTA K-12 Computer Science Standards (2017)

CS - Computing Systems
  • 3A-CS-01 - Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.
  • 3A-CS-02 - Compare levels of abstraction and interactions between application software, system software and hardware layers.

Lesson 14: Practice PT - The Internet and Society

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
  • CD.L3A:9 - Describe how the Internet facilitates global communication.
CI - Community, Global, and Ethical Impacts
  • CI.L2:2 - Demonstrate knowledge of changes in information technologies over time and the effects those changes have on education, the workplace and society.
  • CI.L2:3 - Analyze the positive and negative impacts of computing on human culture.
  • CI.L2:5 - Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership and information sharing).
  • CI.L3A:10 - Describe security and privacy issues that relate to computer networks.
  • CI.L3A:4 - Compare the positive and negative impacts of technology on culture (e.g., social networking, delivery of news and other public media, and intercultural communication).
CL - Collaboration
  • CL.L2:2 - Collaboratively design, develop, publish and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum. concepts.

Computer Science Principles

6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.
6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]
  • 6.3.1A - The trust model of the Internet involves tradeoffs.
  • 6.3.1B - The domain name system (DNS) was not designed to be completely secure.
7.1 - Computing enhances communication, interaction, and cognition.
7.1.1 - Explain how computing innovations affect communication, interaction, and cognition. [P4]
  • 7.1.1A - Email, short message service (SMS), and chat have fostered new ways to communicate and collaborate.
  • 7.1.1B - Video conferencing and video chat have fostered new ways to communicate and collaborate.
  • 7.1.1C - Social media continues to evolve and foster new ways to communicate.
  • 7.1.1D - Cloud computing fosters new ways to communicate and collaborate.
  • 7.1.1H - Social media, such as blogs and Twitter, have enhanced dissemination.
  • 7.1.1I - Global Positioning System (GPS) and related technologies have changed how humans travel, navigate, and find information related to geolocation.
  • 7.1.1J - Sensor networks facilitate new ways of interacting with the environment and with physical systems.
  • 7.1.1K - Smart grids, smart buildings, and smart transportation are changing and facilitating human capabilities.
  • 7.1.1M - The Internet and the Web have enhanced methods of and opportunities for communication and collaboration.
  • 7.1.1O - The Internet and the Web have impacted productivity, positively and negatively, in many areas.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
  • 7.4.1A - The innovation and impact of social media and online access is different in different countries and in different socioeconomic groups.
  • 7.4.1B - Mobile, wireless, and networked computing have an impact on innovation throughout the world.
  • 7.4.1D - Groups and individuals are affected by the “digital divide” — differing access to computing and the Internet based on socioeconomic or geographic characteristics.
  • 7.4.1E - Networks and infrastructure are supported by both commercial and governmental initiatives.

CSTA K-12 Computer Science Standards (2017)

IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.
  • 3A-IC-28 - Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
  • 3A-IC-30 - Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
  • 3B-IC-26 - Evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society.
  • 3B-IC-28 - Debate laws and regulations that impact the development and use of software.

Unit 2: Digital Information

Lesson 1: Bytes and File Sizes

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CT - Computational Thinking
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L3A:6 - Analyze the representation and trade-offs among various forms of digital information.
  • CT.L3A:7 - Describe how various types of data are stored in a computer system.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2B - In many programming languages, the fixed number of bits used to represent characters or integers limits the range of integer values and mathematical operations; this limitation can result in overflow or other errors.
  • 2.1.2C - In many programming languages, the fixed number of bits used to represent real numbers (as floating point numbers) limits the range of floating point values and mathematical operations; this limitation can result in round
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1G - Data is stored in many formats depending on its characteristics (e.g., size and intended use)

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-10 - Evaluate the tradeoffs in how data elements are organized and where data is stored.

Lesson 2: Text Compression

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CT - Computational Thinking
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.
  • CT.L3B:8 - Use models and simulations to help formulate, refine, and test scientific hypotheses.
  • CT.L3B:9 - Analyze data and identify patterns through modeling and simulation.

Computer Science Principles

2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
4.2 - Algorithms can solve many but not all computational problems.
4.2.1 - Explain the difference between algorithms that run in a reasonable time and those that do not run in a reasonable time. [P1]
  • 4.2.1A - Many problems can be solved in a reasonable time.
  • 4.2.1B - Reasonable time means that as the input size grows, the number of steps the algorithm takes is proportional to the square (or cube, fourth power, fifth power, etc.) of the size of the input.
  • 4.2.1C - Some problems cannot be solved in a reasonable time, even for small input sizes.
  • 4.2.1D - Some problems can be solved but not in a reasonable time. In these cases, heuristic approaches may be helpful to find solutions in reasonable time.
4.2.2 - Explain the difference between solvable and unsolvable problems in computer science. [P1]
  • 4.2.2A - A heuristic is a technique that may allow us to find an approximate solution when typical methods fail to find an exact solution.
  • 4.2.2B - Heuristics may be helpful for finding an approximate solution more quickly when exact methods are too slow.
4.2.3 - Explain the existence of undecidable problems in computer science. [P1]
  • 4.2.3A - An undecidable problem may have instances that have an algorithmic solution, but there is no algorithmic solution that solves all instances of the problem.
  • 4.2.3B - A decidable problem is one in which an algorithm can be constructed to answer “yes” or “no” for all inputs (e.g., “is the number even?”)
  • 4.2.3C - An undecidable problem is one in which no algorithm can be constructed that always leads to a correct yes or no answer
4.2.4 - Evaluate algorithms analytically and empirically for efficiency, correctness, and clarity. [P4]
  • 4.2.4A - Determining an algorithm’s efficiency is done by reasoning formally or mathematically about the algorithm.
  • 4.2.4C - The correctness of an algorithm is determined by reasoning formally or mathematically about the algorithm, not by testing an implementation of the algorithm.
  • 4.2.4D - Different correct algorithms for the same problem can have different efficiencies.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-10 - Evaluate the tradeoffs in how data elements are organized and where data is stored.

Lesson 3: Encoding B&W Images

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CT - Computational Thinking
  • CT.L2:13 - Understand the notion of hierarchy and abstraction in computing including high level languages, translation, instruction set and logic circuits.
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.
  • CT.L3A:6 - Analyze the representation and trade-offs among various forms of digital information.
  • CT.L3B:8 - Use models and simulations to help formulate, refine, and test scientific hypotheses.
  • CT.L3B:9 - Analyze data and identify patterns through modeling and simulation.

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
1.3 - Computing can extend traditional forms of human expression and experience.
1.3.1 - Use computing tools and techniques for creative expression. [P2]
  • 1.3.1C - Digital images can be created by generating pixel patterns, manipulating existing digital images, or combining images.
2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2A - A finite representation is used to model the infinite mathematical concept of a number.
  • 2.1.2B - In many programming languages, the fixed number of bits used to represent characters or integers limits the range of integer values and mathematical operations; this limitation can result in overflow or other errors.
2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1B - Models may use different abstractions or levels of abstraction depending on the objects or phenomena being posed.
  • 2.3.1C - Models often omit unnecessary features of the objects or phenomena that are being modeled.
  • 2.3.1D - Simulations mimic real world events without the cost or danger of building and testing the phenomena in the real world.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1G - Metadata is data about data.
  • 3.2.1H - Metadata can be descriptive data about an image, a Web page, or other complex objects.
  • 3.2.1I - Metadata can increase the effective use of data or data sets by providing additional information about various aspects of that data.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.

CSTA K-12 Computer Science Standards (2017)

CS - Computing Systems
  • 3A-CS-02 - Compare levels of abstraction and interactions between application software, system software and hardware layers.
DA - Data & Analysis
  • 2-DA-07 - Represent data using multiple encoding schemes.
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 4: Encoding Color Images

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
CT - Computational Thinking
  • CT.L2:13 - Understand the notion of hierarchy and abstraction in computing including high level languages, translation, instruction set and logic circuits.
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).
  • CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.
  • CT.L3A:6 - Analyze the representation and trade-offs among various forms of digital information.
  • CT.L3B:8 - Use models and simulations to help formulate, refine, and test scientific hypotheses.
  • CT.L3B:9 - Analyze data and identify patterns through modeling and simulation.

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
1.3 - Computing can extend traditional forms of human expression and experience.
1.3.1 - Use computing tools and techniques for creative expression. [P2]
  • 1.3.1C - Digital images can be created by generating pixel patterns, manipulating existing digital images, or combining images.
2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1A - Digital data is represented by abstractions at different levels.
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1D - Number bases, including binary, decimal, and hexadecimal, are used to represent and investigate digital data.
  • 2.1.1F - Hexadecimal (base 16) is used to represent digital data because hexadecimal representation uses fewer digits than binary.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2D - The interpretation of a binary sequence depends on how it is used.
  • 2.1.2E - A sequence of bits may represent instructions or data.
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1B - Models may use different abstractions or levels of abstraction depending on the objects or phenomena being posed.
  • 2.3.1C - Models often omit unnecessary features of the objects or phenomena that are being modeled.
  • 2.3.1D - Simulations mimic real world events without the cost or danger of building and testing the phenomena in the real world.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1G - Metadata is data about data.
  • 3.2.1H - Metadata can be descriptive data about an image, a Web page, or other complex objects.
  • 3.2.1I - Metadata can increase the effective use of data or data sets by providing additional information about various aspects of that data.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.

CSTA K-12 Computer Science Standards (2017)

CS - Computing Systems
  • 3A-CS-02 - Compare levels of abstraction and interactions between application software, system software and hardware layers.
DA - Data & Analysis
  • 2-DA-07 - Represent data using multiple encoding schemes.
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 5: Lossy vs. Lossless Compression

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
  • CD.L2:4 - Use developmentally appropriate, accurate terminology when communicating about technology.
CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CT - Computational Thinking
  • CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and numbers.
  • CT.L3A:6 - Analyze the representation and trade-offs among various forms of digital information.

Computer Science Principles

3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
  • 3.3.1C - There are trade offs in using lossy and lossless compression techniques for storing and transmitting data.
  • 3.3.1D - Lossless data compression reduces the number of bits stored or transmitted but allows complete reconstruction of the original data
  • 3.3.1E - Lossy data compression can significantly reduce the number of bits stored or transmitted at the cost of being able to reconstruct only an approximation of the original data.
  • 3.3.1G - Data is stored in many formats depending on its characteristics (e.g., size and intended use)
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1F - Open source and licensing of software and content raise legal and ethical concerns.
  • 7.3.1Q - Open source and free software have practical, business, and ethical impacts on widespread access to programs, libraries, and code.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-20 - Evaluate licenses that limit or restrict use of computational artifacts when using resources such as libraries.
DA - Data & Analysis
  • 2-DA-09 - Refine computational models based on the data they have generated.
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 6: Rapid Research - Format Showdown

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4B - Effective collaborative teams consider the use of online collaborative tools.
  • 1.2.4C - Effective collaborative teams practice interpersonal communication, consensus building, conflict resolution, and negotiation.
  • 1.2.4D - Effective collaboration strategies enhance performance.
  • 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
  • 1.2.4F - A collaboratively created computational artifact can reflect personal expressions of ideas.
2.1 - A variety of abstractions built upon binary sequences can be used to represent all digital data.
2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • 2.1.1B - At the lowest level, all digital data are represented by bits.
  • 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 2.1.1D - Number bases, including binary, decimal, and hexadecimal, are used to represent and investigate digital data.
  • 2.1.1E - At one of the lowest levels of abstraction, digital data is represented in binary (base 2) using only combinations of the digits zero and one.
2.1.2 - Explain how binary sequences are used to represent digital data. [P5]
  • 2.1.2F - A sequence of bits may represent different types of data in different contexts.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1G - Metadata is data about data.
  • 3.2.1H - Metadata can be descriptive data about an image, a Web page, or other complex objects.
  • 3.2.1I - Metadata can increase the effective use of data or data sets by providing additional information about various aspects of that data.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1D - Lossless data compression reduces the number of bits stored or transmitted but allows complete reconstruction of the original data
  • 3.3.1E - Lossy data compression can significantly reduce the number of bits stored or transmitted at the cost of being able to reconstruct only an approximation of the original data.
  • 3.3.1G - Data is stored in many formats depending on its characteristics (e.g., size and intended use)
  • 3.3.1H - The choice of storage media affects both the methods and costs of manipulating the data it contains.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1F - Open source and licensing of software and content raise legal and ethical concerns.
  • 7.3.1Q - Open source and free software have practical, business, and ethical impacts on widespread access to programs, libraries, and code.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.1 - Access, manage, and attribute information using effective strategies. [P1]
  • 7.5.1C - Plagiarism is a serious offense that occurs when a person presents another's ideas or words as his or her own. Plagiarism may be avoided by accurately acknowledging sources. 7.5.2 Evaluate online and print sources for appropriateness and credibility [P5]
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-20 - Evaluate licenses that limit or restrict use of computational artifacts when using resources such as libraries.
DA - Data & Analysis
  • 3A-DA-09 - Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Unit 3: Intro to Programming

Lesson 1: The Need for Programming Languages

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
  • CPP.L2:8 - Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).
CT - Computational Thinking
  • CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving (e.g., problem statement and exploration, examination of sample instances, design, implementation and testing).
  • CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
  • 4.1.2C - Algorithms described in programming languages can be executed on a computer.
  • 4.1.2F - The language used to express an algorithm can affect characteristics such as clarity or readability but not whether an algorithmic solution exists.
  • 4.1.2I - Clarity and readability are important considerations when expressing an algorithm in a language.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1E - Program execution automates processes.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
  • 3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

Lesson 2: The Need for Algorithms

Standards Alignment

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
  • 4.1.1H - Different algorithms can be developed to solve the same problem.
  • 4.1.1I - Developing a new algorithm to solve a problem can yield insight into the problem.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
  • 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
4.2 - Algorithms can solve many but not all computational problems.
4.2.4 - Evaluate algorithms analytically and empirically for efficiency, correctness, and clarity. [P4]
  • 4.2.4F - Finding an efficient algorithm for a problem can help solve larger instances of the problem.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1I - Programmers justify and explain a program’s correctness.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-17 - Systematically test and refine programs using a range of test cases.
  • 3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

Lesson 3: Creativity in Algorithms

Standards Alignment

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]
  • 2.2.3C - Code in a programming language is often translated into code in another (lowerlevel) language to be executed on a computer.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
  • 4.1.1E - Algorithms can be combined to make new algorithms.
  • 4.1.1F - Using existing correct algorithms as building blocks for constructing a new algorithm helps ensure the new algorithm is correct.
  • 4.1.1G - Knowledge of standard algorithms can help in constructing new algorithms.
  • 4.1.1H - Different algorithms can be developed to solve the same problem.
  • 4.1.1I - Developing a new algorithm to solve a problem can yield insight into the problem.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
  • 5.2.1B - Program instructions are executed sequentially.
  • 5.2.1D - An understanding of instruction processing and program execution is useful for programming.
  • 5.2.1E - Program execution automates processes.
  • 5.2.1J - Simple algorithms can solve a large set of problems when automated.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-17 - Systematically test and refine programs using a range of test cases.
  • 3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.

Lesson 4: Using Simple Commands

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
  • CPP.L2:8 - Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
CT - Computational Thinking
  • CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
  • CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.
  • CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).

Computer Science Principles

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2I - A programmer’s knowledge and skill affects how a program is developed and how it is used to solve a problem.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
  • 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
  • 5.2.1B - Program instructions are executed sequentially.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1A - Program style can affect the determination of program correctness.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1I - Programmers justify and explain a program’s correctness.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
  • 3B-AP-11 - Evaluate algorithms in terms of their efficiency, correctness, and clarity.

Lesson 5: Creating Functions

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:2 - Collaboratively design, develop, publish and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum. concepts.
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
CT - Computational Thinking
  • CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1A - Program style can affect the determination of program correctness.
  • 5.4.1B - Duplicated code can make it harder to reason about a program.
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.
CS - Computing Systems
  • 3A-CS-01 - Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.

Lesson 6: Functions and Top-Down Design

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L1:6-06 - Implement problem solutions using a block based visual programming language.
  • CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
CT - Computational Thinking
  • CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L2:4 - Evaluate ways that different algorithms may be used to solve the same problem.
  • CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:4 - Compare techniques for analyzing massive data collections.

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]
  • 2.2.3A - Different programming languages offer different levels of abstraction.
  • 2.2.3D - In an abstraction hierarchy, higher levels of abstraction (the most general concepts) would be placed toward the top and lower level abstractions (the more specific concepts) toward the bottom.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
  • 5.1.3E - Collaboration facilitates developing program components independently.
  • 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-13 - Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
  • 3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
  • 3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 7: APIs and Using Functions with Parameters

Standards Alignment

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]
  • 2.2.3A - Different programming languages offer different levels of abstraction.
  • 2.2.3B - High level programming languages provide more abstractions for the programmer and make it easier for people to read and write a program.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
  • 5.1.2E - Documentation about program components, such as blocks and procedures, helps in developing and maintaining programs.
  • 5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1E - Parameterization can generalize a specific solution.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1M - Application program interfaces (APIs) and libraries simplify complex programming tasks.
  • 5.3.1N - Documentation for an API/library is an important aspect of programming.
  • 5.3.1O - APIs connect software components, allowing them to communicate.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
  • 3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 8: Creating Functions with Parameters

Standards Alignment

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1I - Programmers justify and explain a program’s correctness.
  • 5.4.1J - Justification can include a written explanation about how a program meets its specifications.
  • 5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-14 - Create procedures with parameters to organize code and make it easier to reuse.
  • 3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
  • 3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 9: Looping and Random Numbers

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
CT - Computational Thinking
  • CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
  • CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1I - Programmers justify and explain a program’s correctness.
  • 5.4.1J - Justification can include a written explanation about how a program meets its specifications.
  • 5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.

Lesson 10: Practice PT - Design a Digital Scene

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
CT - Computational Thinking
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
  • CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

Computer Science Principles

2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]
  • 2.2.3A - Different programming languages offer different levels of abstraction.
  • 2.2.3B - High level programming languages provide more abstractions for the programmer and make it easier for people to read and write a program.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
  • 5.1.3E - Collaboration facilitates developing program components independently.
  • 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1I - Programmers justify and explain a program’s correctness.
  • 5.4.1J - Justification can include a written explanation about how a program meets its specifications.
  • 5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-18 - Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
  • 3A-AP-17 - Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
  • 3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
  • 3A-AP-22 - Design and develop computational artifacts working in team roles using collaborative tools.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.
IC - Impacts of Computing
  • 3A-IC-27 - Use tools and methods for collaboration on a project to increase connectivity of people in different cultures and career fields.

Unit 4: Big Data and Privacy

Lesson 1: What is Big Data?

Standards Alignment

Computer Science Principles

3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.2 - Use large data sets to explore and discover information and knowledge. [P3]
  • 3.2.2A - Large data sets include data such as transactions, measurements, text, sound, images, and video.
  • 3.2.2B - The storing, processing, and curating of large data sets is challenging.
  • 3.2.2C - Structuring large data sets for analysis can be challenging.
  • 3.2.2D - Maintaining privacy of large data sets containing personal information can be challenging.
  • 3.2.2E - Scalability of systems is an important consideration when data sets are large.
  • 3.2.2F - The size or scale of a system that stores data affects how that data set is used.
  • 3.2.2G - The effective use of large data sets requires computational solutions.
  • 3.2.2H - Analytical techniques to store, manage, transmit, and process data sets change as the size of data sets scale.
7.2 - Computing enables innovation in nearly every field.
7.2.1 - Explain how computing has impacted innovations in other fields. [P1]
  • 7.2.1A - Machine learning and data mining have enabled innovation in medicine, business, and science.
  • 7.2.1B - Scientific computing has enabled innovation in science and business.
  • 7.2.1C - Computing enables innovation by providing access to and sharing of information.
  • 7.2.1D - Open access and Creative Commons have enabled broad access to digital information.
  • 7.2.1E - Open and curated scientific databases have benefited scientific researchers.
  • 7.2.1F - Moore's law has encouraged industries that use computers to effectively plan future research and development based on anticipated increases in computing power.
  • 7.2.1G - Advances in computing as an enabling technology have generated and increased the creativity in other fields.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.

Lesson 2: Finding Trends with Visualizations

Standards Alignment

Computer Science Principles

3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
  • 3.1.1B - Digital information can be filtered and cleaned by using computers to process information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2E - Collaborating face-to-face and using online collaborative tools can facilitate processing information to gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3E - Interactivity with data is an aspect of communicating.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1A - Large data sets provide opportunities and challenges for extracting information and knowledge.
  • 3.2.1B - Large data sets provide opportunities for identifying trends, making connections in data, and solving problems.
  • 3.2.1C - Computing tools facilitate the discovery of connections in information within large data sets.
  • 3.2.1D - Search tools are essential for efficiently finding information.
  • 3.2.1E - Information filtering systems are important tools for finding information and recognizing patterns in the information.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-10 - Evaluate the tradeoffs in how data elements are organized and where data is stored.
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.

Lesson 3: Check Your Assumptions

Standards Alignment

Computer Science Principles

3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1A - Large data sets provide opportunities and challenges for extracting information and knowledge.
  • 3.2.1B - Large data sets provide opportunities for identifying trends, making connections in data, and solving problems.
  • 3.2.1C - Computing tools facilitate the discovery of connections in information within large data sets.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
  • 7.4.1A - The innovation and impact of social media and online access is different in different countries and in different socioeconomic groups.
  • 7.4.1B - Mobile, wireless, and networked computing have an impact on innovation throughout the world.
  • 7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.
  • 7.4.1D - Groups and individuals are affected by the “digital divide” — differing access to computing and the Internet based on socioeconomic or geographic characteristics.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.
  • 3B-IC-26 - Evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society.

Lesson 4: Rapid Research - Data Innovations

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5A - The context in which an artifact is used determines the correctness, usability, functionality, and suitability of the artifact.
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.2 - Use large data sets to explore and discover information and knowledge. [P3]
  • 3.2.2A - Large data sets include data such as transactions, measurements, text, sound, images, and video.
  • 3.2.2B - The storing, processing, and curating of large data sets is challenging.
  • 3.2.2C - Structuring large data sets for analysis can be challenging.
  • 3.2.2D - Maintaining privacy of large data sets containing personal information can be challenging.
  • 3.2.2E - Scalability of systems is an important consideration when data sets are large.
  • 3.2.2F - The size or scale of a system that stores data affects how that data set is used.
  • 3.2.2G - The effective use of large data sets requires computational solutions.
  • 3.2.2H - Analytical techniques to store, manage, transmit, and process data sets change as the size of data sets scale.
7.1 - Computing enhances communication, interaction, and cognition.
7.1.1 - Explain how computing innovations affect communication, interaction, and cognition. [P4]
  • 7.1.1D - Cloud computing fosters new ways to communicate and collaborate.
  • 7.1.1E - Widespread access to information facilitates the identification of problems, development of solutions, and dissemination of results.
  • 7.1.1F - Public data provides widespread access and enables solutions to identified problems.
  • 7.1.1G - Search trends are predictors.
  • 7.1.1H - Social media, such as blogs and Twitter, have enhanced dissemination.
  • 7.1.1I - Global Positioning System (GPS) and related technologies have changed how humans travel, navigate, and find information related to geolocation.
  • 7.1.1J - Sensor networks facilitate new ways of interacting with the environment and with physical systems.
  • 7.1.1K - Smart grids, smart buildings, and smart transportation are changing and facilitating human capabilities.
  • 7.1.1L - Computing contributes to many assistive technologies that enhance human capabilities.
  • 7.1.1M - The Internet and the Web have enhanced methods of and opportunities for communication and collaboration.
  • 7.1.1N - The Internet and the Web have changed many areas, including ecommerce, health care, access to information and entertainment, and online learning.
  • 7.1.1O - The Internet and the Web have impacted productivity, positively and negatively, in many areas.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
  • 7.4.1A - The innovation and impact of social media and online access is different in different countries and in different socioeconomic groups.
  • 7.4.1B - Mobile, wireless, and networked computing have an impact on innovation throughout the world.
  • 7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.
  • 7.4.1D - Groups and individuals are affected by the “digital divide” — differing access to computing and the Internet based on socioeconomic or geographic characteristics.
  • 7.4.1E - Networks and infrastructure are supported by both commercial and governmental initiatives.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.

Lesson 5: Identifying People With Data

Standards Alignment

Computer Science Principles

3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.2 - Use large data sets to explore and discover information and knowledge. [P3]
  • 3.2.2D - Maintaining privacy of large data sets containing personal information can be challenging.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.
  • 3.3.1F - Security and privacy concerns arise with data containing personal information.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.
  • 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.
  • 7.3.1K - People can have instant access to vast amounts of information online; accessing this information can enable the collection of both individual and aggregate data that can be used and collected.
  • 7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.

CSTA K-12 Computer Science Standards (2017)

IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.
  • 3A-IC-29 - Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
  • 3A-IC-30 - Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
NI - Networks & the Internet
  • 3A-NI-05 - Give examples to illustrate how sensitive data can be affected by malware and other attacks.

Lesson 6: The Cost of Free

Standards Alignment

Computer Science Principles

3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
  • 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.
  • 3.3.1F - Security and privacy concerns arise with data containing personal information.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1A - Innovations enabled by computing raise legal and ethical concerns.
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.
  • 7.3.1H - Aggregation of information, such as geolocation, cookies, and browsing history, raises privacy and security concerns.
  • 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.
  • 7.3.1K - People can have instant access to vast amounts of information online; accessing this information can enable the collection of both individual and aggregate data that can be used and collected.
  • 7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.
  • 7.3.1M - Targeted advertising is used to help individuals, but it can be misused at both individual and aggregate levels.
  • 7.3.1N - Widespread access to digitized information raises questions about intellectual property.

CSTA K-12 Computer Science Standards (2017)

IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.
  • 3A-IC-29 - Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
NI - Networks & the Internet
  • 3A-NI-05 - Give examples to illustrate how sensitive data can be affected by malware and other attacks.

Lesson 7: Simple Encryption

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CI - Community, Global, and Ethical Impacts
  • CI.L3A:10 - Describe security and privacy issues that relate to computer networks.
CL - Collaboration
  • CL.L2:2 - Collaboratively design, develop, publish and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum. concepts.
CPP - Computing Practice & Programming
  • CPP.L3A:9 - Explain the principles of security by examining encryption, cryptography, and authentication techniques.
  • CPP.L3B:5 - Deploy principles of security by implementing encryption and authentication strategies.
CT - Computational Thinking
  • CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
  • 1.2.2A - Computing tools and techniques can enhance the process of finding a solution to a problem.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.
  • 3.3.1F - Security and privacy concerns arise with data containing personal information.
6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.
6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]
  • 6.3.1C - Implementing cybersecurity has software, hardware, and human components.
  • 6.3.1H - Cryptography is essential to many models of cybersecurity.
  • 6.3.1I - Cryptography has a mathematical foundation.
  • 6.3.1K - Symmetric encryption is a method of encryption involving one key for encryption and decryption.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-06 - Apply multiple methods of encryption to model the secure transmission of information.
  • 3A-NI-07 - Compare various security measures, considering tradeoffs between the usability and security of a computer system.
  • 3B-NI-04 - Compare ways software developers protect devices and information from unauthorized access.

Lesson 8: Encryption with Keys and Passwords

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CPP - Computing Practice & Programming
  • CPP.L3A:9 - Explain the principles of security by examining encryption, cryptography, and authentication techniques.
  • CPP.L3B:5 - Deploy principles of security by implementing encryption and authentication strategies.
CT - Computational Thinking
  • CT.L3B:2 - Explain the value of heuristic algorithms to approximate solutions for intractable problems.
  • CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.
  • CT.L3B:5 - Use data analysis to enhance understanding of complex natural and human systems.

Computer Science Principles

2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.2 - Use models and simulations to formulate, refine, and test hypotheses. [P3]
  • 2.3.2A - Models and simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
4.2 - Algorithms can solve many but not all computational problems.
4.2.1 - Explain the difference between algorithms that run in a reasonable time and those that do not run in a reasonable time. [P1]
  • 4.2.1A - Many problems can be solved in a reasonable time.
  • 4.2.1B - Reasonable time means that as the input size grows, the number of steps the algorithm takes is proportional to the square (or cube, fourth power, fifth power, etc.) of the size of the input.
  • 4.2.1C - Some problems cannot be solved in a reasonable time, even for small input sizes.
  • 4.2.1D - Some problems can be solved but not in a reasonable time. In these cases, heuristic approaches may be helpful to find solutions in reasonable time.
6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.
6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]
  • 6.3.1C - Implementing cybersecurity has software, hardware, and human components.
  • 6.3.1H - Cryptography is essential to many models of cybersecurity.
  • 6.3.1I - Cryptography has a mathematical foundation.
  • 6.3.1J - Open standards help ensure cryptography is secure.
  • 6.3.1K - Symmetric encryption is a method of encryption involving one key for encryption and decryption.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-06 - Apply multiple methods of encryption to model the secure transmission of information.
  • 3A-NI-07 - Compare various security measures, considering tradeoffs between the usability and security of a computer system.
  • 3B-NI-04 - Compare ways software developers protect devices and information from unauthorized access.

Lesson 9: Public Key Cryptography

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CPP - Computing Practice & Programming
  • CPP.L3A:9 - Explain the principles of security by examining encryption, cryptography, and authentication techniques.
  • CPP.L3B:5 - Deploy principles of security by implementing encryption and authentication strategies.
CT - Computational Thinking
  • CT.L3B:2 - Explain the value of heuristic algorithms to approximate solutions for intractable problems.
  • CT.L3B:3 - Critically examine classical algorithms and implement an original algorithm.
  • CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.
  • CT.L3B:5 - Use data analysis to enhance understanding of complex natural and human systems.

Computer Science Principles

4.2 - Algorithms can solve many but not all computational problems.
4.2.1 - Explain the difference between algorithms that run in a reasonable time and those that do not run in a reasonable time. [P1]
  • 4.2.1A - Many problems can be solved in a reasonable time.
  • 4.2.1B - Reasonable time means that as the input size grows, the number of steps the algorithm takes is proportional to the square (or cube, fourth power, fifth power, etc.) of the size of the input.
  • 4.2.1C - Some problems cannot be solved in a reasonable time, even for small input sizes.
  • 4.2.1D - Some problems can be solved but not in a reasonable time. In these cases, heuristic approaches may be helpful to find solutions in reasonable time.
4.2.2 - Explain the difference between solvable and unsolvable problems in computer science. [P1]
  • 4.2.2A - A heuristic is a technique that may allow us to find an approximate solution when typical methods fail to find an exact solution.
4.2.3 - Explain the existence of undecidable problems in computer science. [P1]
  • 4.2.3A - An undecidable problem may have instances that have an algorithmic solution, but there is no algorithmic solution that solves all instances of the problem.
4.2.4 - Evaluate algorithms analytically and empirically for efficiency, correctness, and clarity. [P4]
  • 4.2.4A - Determining an algorithm’s efficiency is done by reasoning formally or mathematically about the algorithm.
  • 4.2.4B - Empirical analysis of an algorithm is done by implementing the algorithm and running it on different inputs.
  • 4.2.4C - The correctness of an algorithm is determined by reasoning formally or mathematically about the algorithm, not by testing an implementation of the algorithm.
6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.
6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]
  • 6.3.1H - Cryptography is essential to many models of cybersecurity.
  • 6.3.1I - Cryptography has a mathematical foundation.
  • 6.3.1L - Public key encryption, which is not symmetric, is an encryption method that is widely used because of the enhanced security associated with its use.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-06 - Apply multiple methods of encryption to model the secure transmission of information.
  • 3A-NI-07 - Compare various security measures, considering tradeoffs between the usability and security of a computer system.
  • 3B-NI-04 - Compare ways software developers protect devices and information from unauthorized access.

Lesson 10: Rapid Research - Cybercrime

Standards Alignment

Computer Science Principles

6.2 - Characteristics of the Internet influence the systems built on it.
6.2.2 - Explain how the characteristics of the Internet influence the systems built on it. [P4]
  • 6.2.2H - Standards for sharing information and communicating between browsers and servers on the Web include HTTP and secure sockets layer/transport layer security (SSL/TLS).
6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.
6.3.1 - Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it. [P1]
  • 6.3.1C - Implementing cybersecurity has software, hardware, and human components.
  • 6.3.1D - Cyber warfare and cyber crime have widespread and potentially devastating effects.
  • 6.3.1E - Distributed denial of service attacks (DDoS) compromise a target by flooding it with requests from multiple systems.
  • 6.3.1F - Phishing, viruses, and other attacks have human and software components.
  • 6.3.1G - Antivirus software and firewalls can help prevent unauthorized access to private data.
  • 6.3.1H - Cryptography is essential to many models of cybersecurity.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.

CSTA K-12 Computer Science Standards (2017)

NI - Networks & the Internet
  • 2-NI-05 - Explain how physical and digital security measures protect electronic information.
  • 3A-NI-05 - Give examples to illustrate how sensitive data can be affected by malware and other attacks.
  • 3B-NI-04 - Compare ways software developers protect devices and information from unauthorized access.

Unit 5: Building Apps

Lesson 1: Introduction to Event-Driven Programming

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
  • CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.
CT - Computational Thinking
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1A - Program style can affect the determination of program correctness.
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.
  • 5.4.1M - The functionality of a program is often described by how a user interacts with it.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
CS - Computing Systems
  • 3A-CS-03 - Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.

Lesson 2: Multi-Screen Apps

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
  • CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.
CT - Computational Thinking
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
  • CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4D - Effective collaboration strategies enhance performance.
  • 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
  • 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1M - The functionality of a program is often described by how a user interacts with it.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.

Lesson 3: Building an App: Multi-Screen App

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
  • 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
  • 5.1.2E - Documentation about program components, such as blocks and procedures, helps in developing and maintaining programs.
  • 5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1L - An explanation of a program helps people understand the functionality and purpose of it.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.

Lesson 4: Controlling Memory with Variables

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
  • CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.
CT - Computational Thinking
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

Computer Science Principles

5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written
  • 5.2.1F - Processes use memory, a central processing unit (CPU), and input and output.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-11 - Create clearly named variables that represent different data types and perform operations on their values.

Lesson 5: Building an App: Clicker Game

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
  • CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.
CT - Computational Thinking
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
  • 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-11 - Create clearly named variables that represent different data types and perform operations on their values.
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.

Lesson 6: User Input and Strings

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
  • CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
  • CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).
  • CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.
CT - Computational Thinking
  • CT.L2:12 - Use abstraction to decompose a problem into sub problems.
  • CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
  • CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

Computer Science Principles

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3B-AP-12 - Compare and contrast fundamental data structures and their uses.

Lesson 7: If-statements Unplugged

Standards Alignment

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
  • 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
  • 5.2.1B - Program instructions are executed sequentially.
  • 5.2.1D - An understanding of instruction processing and program execution is useful for programming.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.

Lesson 8: Boolean Expressions and "if" Statements

Standards Alignment

CSTA K-12 Computer Science Standards (2011)

CL - Collaboration
  • CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.
CPP - Computing Practice & Programming
  • CPP.L2:5 - Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.
CT - Computational Thinking
  • CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing and evaluation).
  • CT.L2:14 - Examine connections between elements of mathematics and computer science including binary numbers, logic, sets and functions.
  • CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a computer.
  • CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).
  • CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs, charts, network diagrams, flowcharts).

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1G - Intuitive and formal reasoning about program components using Boolean concepts helps in developing correct programs.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-12 - Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
  • 3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.

Lesson 9: "if-else-if" and Conditional Logic

Standards Alignment

Computer Science Principles

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1G - Intuitive and formal reasoning about program components using Boolean concepts helps in developing correct programs.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-12 - Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
  • 3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.

Lesson 10: Building an App: Color Sleuth

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4C - Effective collaborative teams practice interpersonal communication, consensus building, conflict resolution, and negotiation.
  • 1.2.4D - Effective collaboration strategies enhance performance.
  • 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
  • 1.2.4F - A collaboratively created computational artifact can reflect personal expressions of ideas.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
  • 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
  • 5.1.1D - Additional desired outcomes may be realized independently of the original purpose of the program.
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
  • 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
  • 5.1.2E - Documentation about program components, such as blocks and procedures, helps in developing and maintaining programs.
  • 5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments
  • 5.1.2G - Program development includes identifying programmer and user concerns that affect the solution to problems.
  • 5.1.2H - Consultation and communication with program users is an important aspect of program development to solve problems.
  • 5.1.2I - A programmer’s knowledge and skill affects how a program is developed and how it is used to solve a problem.
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
  • 5.1.3E - Collaboration facilitates developing program components independently.
  • 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
  • 5.2.1B - Program instructions are executed sequentially.
  • 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written
  • 5.2.1D - An understanding of instruction processing and program execution is useful for programming.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 2-AP-12 - Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 11: While Loops

Standards Alignment

Computer Science Principles

3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
  • 4.1.1H - Different algorithms can be developed to solve the same problem.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
  • 4.1.2C - Algorithms described in programming languages can be executed on a computer.
  • 4.1.2D - Different languages are better suited for expressing different algorithms.
  • 4.1.2E - Some programming languages are designed for specific domains and are better for expressing algorithms in those domains.
  • 4.1.2F - The language used to express an algorithm can affect characteristics such as clarity or readability but not whether an algorithmic solution exists.
  • 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
  • 5.2.1B - Program instructions are executed sequentially.
  • 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written
  • 5.2.1D - An understanding of instruction processing and program execution is useful for programming.
  • 5.2.1I - Executable programs increase the scale of problems that can be addressed.
  • 5.2.1J - Simple algorithms can solve a large set of problems when automated.
  • 5.2.1K - Improvements in algorithms, hardware, and software increase the kinds of problems and the size of problems solvable by programming.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1B - Duplicated code can make it harder to reason about a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.
  • 5.4.1L - An explanation of a program helps people understand the functionality and purpose of it.
  • 5.4.1M - The functionality of a program is often described by how a user interacts with it.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1F - Compound expressions using and, or, and not are part of most programming languages.
  • 5.5.1G - Intuitive and formal reasoning about program components using Boolean concepts helps in developing correct programs.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.

Lesson 12: Loops and Simulations

Standards Alignment

Computer Science Principles

2.3 - Models and simulations use abstraction to generate new understanding and knowledge.
2.3.1 - Use models and simulations to represent phenomena. [P3]
  • 2.3.1A - Models and simulations are simplified representations of more complex objects or phenomena.
  • 2.3.1C - Models often omit unnecessary features of the objects or phenomena that are being modeled.
  • 2.3.1D - Simulations mimic real world events without the cost or danger of building and testing the phenomena in the real world.
2.3.2 - Use models and simulations to formulate, refine, and test hypotheses. [P3]
  • 2.3.2A - Models and simulations facilitate the formulation and refinement of hypotheses related to the objects or phenomena under consideration.
  • 2.3.2B - Hypotheses are formulated to explain the objects or phenomena being modeled.
  • 2.3.2D - The results of simulations may generate new knowledge and new hypotheses related to the phenomena being modeled.
  • 2.3.2E - Simulations allow hypotheses to be tested without the constraints of the real world.
  • 2.3.2F - Simulations can facilitate extensive and rapid testing of models.
  • 2.3.2G - The time required for simulations is impacted by the level of detail and quality of the models, and the software and hardware used for the simulation.
  • 2.3.2H - Rapid and extensive testing allows models to be changed to accurately reflect the objects or phenomena being modeled.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-15 - Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance and explain the benefits and drawbacks of choices made.
DA - Data & Analysis
  • 2-DA-09 - Refine computational models based on the data they have generated.

Lesson 13: Introduction to Arrays

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1K - Lists and list operations, such as add, remove, and search, are common in many programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1H - Computational methods may use lists and collections to solve problems.
  • 5.5.1I - Lists and other collections can be treated as abstract data types (ADTs) in developing programs.
  • 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-14 - Use lists to simplify solutions, generalizing computational problems instead of repeated use of simple variables.
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
  • 3B-AP-12 - Compare and contrast fundamental data structures and their uses.

Lesson 14: Building an App: Image Scroller

Standards Alignment

Computer Science Principles

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1E - Program execution automates processes.
  • 5.2.1F - Processes use memory, a central processing unit (CPU), and input and output.
  • 5.2.1I - Executable programs increase the scale of problems that can be addressed.
  • 5.2.1J - Simple algorithms can solve a large set of problems when automated.
  • 5.2.1K - Improvements in algorithms, hardware, and software increase the kinds of problems and the size of problems solvable by programming.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1K - Lists and list operations, such as add, remove, and search, are common in many programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1B - Duplicated code can make it harder to reason about a program.
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1M - The functionality of a program is often described by how a user interacts with it.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1H - Computational methods may use lists and collections to solve problems.
  • 5.5.1I - Lists and other collections can be treated as abstract data types (ADTs) in developing programs.
  • 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-14 - Use lists to simplify solutions, generalizing computational problems instead of repeated use of simple variables.
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
  • 3B-AP-12 - Compare and contrast fundamental data structures and their uses.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 15: Processing Arrays

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
4.2 - Algorithms can solve many but not all computational problems.
4.2.4 - Evaluate algorithms analytically and empirically for efficiency, correctness, and clarity. [P4]
  • 4.2.4D - Different correct algorithms for the same problem can have different efficiencies.
  • 4.2.4E - Sometimes more efficient algorithms are more complex.
  • 4.2.4F - Finding an efficient algorithm for a problem can help solve larger instances of the problem.
  • 4.2.4H - Linear search can be used when searching for an item in any list; binary search can be used only when the list is sorted.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1K - Lists and list operations, such as add, remove, and search, are common in many programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-14 - Use lists to simplify solutions, generalizing computational problems instead of repeated use of simple variables.
  • 3B-AP-10 - Use and adapt classic algorithms to solve computational problems.
  • 3B-AP-11 - Evaluate algorithms in terms of their efficiency, correctness, and clarity.
  • 3B-AP-12 - Compare and contrast fundamental data structures and their uses.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 16: Functions with Return Values

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
  • 4.1.1E - Algorithms can be combined to make new algorithms.
  • 4.1.1F - Using existing correct algorithms as building blocks for constructing a new algorithm helps ensure the new algorithm is correct.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1E - Parameterization can generalize a specific solution.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1K - Lists and list operations, such as add, remove, and search, are common in many programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Lesson 17: Building an App: Canvas Painter

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
1.3 - Computing can extend traditional forms of human expression and experience.
1.3.1 - Use computing tools and techniques for creative expression. [P2]
  • 1.3.1C - Digital images can be created by generating pixel patterns, manipulating existing digital images, or combining images.
  • 1.3.1D - Digital effects and animations can be created by using existing software or modified software that includes functionality to implement the effects and animations.
  • 1.3.1E - Computing enables creative exploration of both real and virtual phenomena.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
  • 2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
  • 4.1.2C - Algorithms described in programming languages can be executed on a computer.
  • 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
  • 4.1.2I - Clarity and readability are important considerations when expressing an algorithm in a language.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
  • 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
  • 5.1.1D - Additional desired outcomes may be realized independently of the original purpose of the program.
  • 5.1.1E - A computer program or the results of running a program may be rapidly shared with a large number of users and can have widespread impact on individuals, organizations, and society
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1E - Parameterization can generalize a specific solution.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1J - Integers and floatingpoint numbers are used in programs without requiring understanding of how they are implemented.
  • 5.3.1K - Lists and list operations, such as add, remove, and search, are common in many programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1A - Program style can affect the determination of program correctness.
  • 5.4.1B - Duplicated code can make it harder to reason about a program.
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1L - An explanation of a program helps people understand the functionality and purpose of it.
  • 5.4.1M - The functionality of a program is often described by how a user interacts with it.
  • 5.4.1N - The functionality of a program is best described at a high level by what the program does, not at the lower level of how the program statements work to accomplish this.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1F - Compound expressions using and, or, and not are part of most programming languages.
  • 5.5.1G - Intuitive and formal reasoning about program components using Boolean concepts helps in developing correct programs.
  • 5.5.1H - Computational methods may use lists and collections to solve problems.
  • 5.5.1I - Lists and other collections can be treated as abstract data types (ADTs) in developing programs.
  • 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.

Unit 6: AP Explore PT Prep

Lesson 1: Explore PT - Review the Task

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.1 - Access, manage, and attribute information using effective strategies. [P1]
  • 7.5.1C - Plagiarism is a serious offense that occurs when a person presents another's ideas or words as his or her own. Plagiarism may be avoided by accurately acknowledging sources. 7.5.2 Evaluate online and print sources for appropriateness and credibility [P5]

Lesson 2: Explore PT - Make a Plan

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
  • 1.2.3B - Computation facilitates the creation and modification of computational artifacts with enhanced detail and precision.
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.1 - Access, manage, and attribute information using effective strategies. [P1]
  • 7.5.1A - Online databases and libraries catalog and house secondary and some primary resources
  • 7.5.1B - Advanced search tools, Boolean logic, and key words can refine the search focus and/or limit search results based on a variety of factors (e.g., peer-review status, type of publication)
  • 7.5.1C - Plagiarism is a serious offense that occurs when a person presents another's ideas or words as his or her own. Plagiarism may be avoided by accurately acknowledging sources. 7.5.2 Evaluate online and print sources for appropriateness and credibility [P5]
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

Lesson 3: Explore PT - Complete the Task (8 hours)

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
  • 1.2.2A - Computing tools and techniques can enhance the process of finding a solution to a problem.
  • 1.2.2B - A creative development process for creating computational artifacts can be used to solve problems when traditional or prescribed computing techniques are not effective.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
  • 1.2.3B - Computation facilitates the creation and modification of computational artifacts with enhanced detail and precision.
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5A - The context in which an artifact is used determines the correctness, usability, functionality, and suitability of the artifact.
  • 1.2.5B - A computational artifact may have weaknesses, mistakes, or errors depending on the type of artifact.
  • 1.2.5C - The functionality of a computational artifact may be related to how it is used or perceived.
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1A - Large data sets provide opportunities and challenges for extracting information and knowledge.
  • 3.2.1B - Large data sets provide opportunities for identifying trends, making connections in data, and solving problems.
  • 3.2.1C - Computing tools facilitate the discovery of connections in information within large data sets.
  • 3.2.1D - Search tools are essential for efficiently finding information.
  • 3.2.1E - Information filtering systems are important tools for finding information and recognizing patterns in the information.
  • 3.2.1F - Software tools, including spreadsheets and databases, help to efficiently organize and find trends in information.
  • 3.2.1G - Metadata is data about data.
  • 3.2.1H - Metadata can be descriptive data about an image, a Web page, or other complex objects.
  • 3.2.1I - Metadata can increase the effective use of data or data sets by providing additional information about various aspects of that data.
3.3 - There are trade offs when representing information as digital data.
3.3.1 - Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information. [P4]
  • 3.3.1A - Digital data representations involve trade offs related to storage, security, and privacy concerns.
  • 3.3.1B - Security concerns engender tradeoffs in storing and transmitting information.
  • 3.3.1C - There are trade offs in using lossy and lossless compression techniques for storing and transmitting data.
  • 3.3.1D - Lossless data compression reduces the number of bits stored or transmitted but allows complete reconstruction of the original data
  • 3.3.1E - Lossy data compression can significantly reduce the number of bits stored or transmitted at the cost of being able to reconstruct only an approximation of the original data.
  • 3.3.1F - Security and privacy concerns arise with data containing personal information.
  • 3.3.1G - Data is stored in many formats depending on its characteristics (e.g., size and intended use)
  • 3.3.1H - The choice of storage media affects both the methods and costs of manipulating the data it contains.
  • 3.3.1I - Reading data and updating data have different storage requirements.
7.1 - Computing enhances communication, interaction, and cognition.
7.1.1 - Explain how computing innovations affect communication, interaction, and cognition. [P4]
  • 7.1.1A - Email, short message service (SMS), and chat have fostered new ways to communicate and collaborate.
  • 7.1.1B - Video conferencing and video chat have fostered new ways to communicate and collaborate.
  • 7.1.1C - Social media continues to evolve and foster new ways to communicate.
  • 7.1.1D - Cloud computing fosters new ways to communicate and collaborate.
  • 7.1.1E - Widespread access to information facilitates the identification of problems, development of solutions, and dissemination of results.
  • 7.1.1F - Public data provides widespread access and enables solutions to identified problems.
  • 7.1.1G - Search trends are predictors.
  • 7.1.1H - Social media, such as blogs and Twitter, have enhanced dissemination.
  • 7.1.1I - Global Positioning System (GPS) and related technologies have changed how humans travel, navigate, and find information related to geolocation.
  • 7.1.1J - Sensor networks facilitate new ways of interacting with the environment and with physical systems.
  • 7.1.1K - Smart grids, smart buildings, and smart transportation are changing and facilitating human capabilities.
  • 7.1.1L - Computing contributes to many assistive technologies that enhance human capabilities.
  • 7.1.1M - The Internet and the Web have enhanced methods of and opportunities for communication and collaboration.
  • 7.1.1N - The Internet and the Web have changed many areas, including ecommerce, health care, access to information and entertainment, and online learning.
  • 7.1.1O - The Internet and the Web have impacted productivity, positively and negatively, in many areas.
7.2 - Computing enables innovation in nearly every field.
7.2.1 - Explain how computing has impacted innovations in other fields. [P1]
  • 7.2.1A - Machine learning and data mining have enabled innovation in medicine, business, and science.
  • 7.2.1B - Scientific computing has enabled innovation in science and business.
  • 7.2.1C - Computing enables innovation by providing access to and sharing of information.
  • 7.2.1D - Open access and Creative Commons have enabled broad access to digital information.
  • 7.2.1E - Open and curated scientific databases have benefited scientific researchers.
  • 7.2.1F - Moore's law has encouraged industries that use computers to effectively plan future research and development based on anticipated increases in computing power.
  • 7.2.1G - Advances in computing as an enabling technology have generated and increased the creativity in other fields.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1A - Innovations enabled by computing raise legal and ethical concerns.
  • 7.3.1B - Commercial access to music and movie downloads and streaming raises legal and ethical concerns.
  • 7.3.1C - Access to digital content via peer to peer networks raises legal and ethical concerns.
  • 7.3.1D - Both authenticated and anonymous access to digital information raise legal and ethical concerns.
  • 7.3.1E - Commercial and governmental censorship of digital information raise legal and ethical concerns.
  • 7.3.1F - Open source and licensing of software and content raise legal and ethical concerns.
  • 7.3.1G - Privacy and security concerns arise in the development and use of computational systems and artifacts.
  • 7.3.1H - Aggregation of information, such as geolocation, cookies, and browsing history, raises privacy and security concerns.
  • 7.3.1I - Anonymity in online interactions can be enabled through the use of online anonymity software and proxy servers.
  • 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.
  • 7.3.1K - People can have instant access to vast amounts of information online; accessing this information can enable the collection of both individual and aggregate data that can be used and collected.
  • 7.3.1L - Commercial and governmental curation of information may be exploited if privacy and other protections are ignored.
  • 7.3.1M - Targeted advertising is used to help individuals, but it can be misused at both individual and aggregate levels.
  • 7.3.1N - Widespread access to digitized information raises questions about intellectual property.
  • 7.3.1O - Creation of digital audio, video, and textual content by combining existing content has been impacted by copyright concerns.
  • 7.3.1P - The Digital Millennium Copyright Act (DMCA) has been a benefit and a challenge in making copyrighted digital material widely available.
  • 7.3.1Q - Open source and free software have practical, business, and ethical impacts on widespread access to programs, libraries, and code.
7.4 - Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
7.4.1 - Explain the connections between computing and economic, social, and cultural contexts. [P1]
  • 7.4.1A - The innovation and impact of social media and online access is different in different countries and in different socioeconomic groups.
  • 7.4.1B - Mobile, wireless, and networked computing have an impact on innovation throughout the world.
  • 7.4.1C - The global distribution of computing resources raises issues of equity, access, and power.
  • 7.4.1D - Groups and individuals are affected by the “digital divide” — differing access to computing and the Internet based on socioeconomic or geographic characteristics.
  • 7.4.1E - Networks and infrastructure are supported by both commercial and governmental initiatives.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.1 - Access, manage, and attribute information using effective strategies. [P1]
  • 7.5.1A - Online databases and libraries catalog and house secondary and some primary resources
  • 7.5.1B - Advanced search tools, Boolean logic, and key words can refine the search focus and/or limit search results based on a variety of factors (e.g., peer-review status, type of publication)
  • 7.5.1C - Plagiarism is a serious offense that occurs when a person presents another's ideas or words as his or her own. Plagiarism may be avoided by accurately acknowledging sources. 7.5.2 Evaluate online and print sources for appropriateness and credibility [P5]
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

CSTA K-12 Computer Science Standards (2017)

IC - Impacts of Computing
  • 3A-IC-24 - Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.
  • 3A-IC-26 - Demonstrate ways a given algorithm applies to problems across disciplines.
  • 3A-IC-29 - Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
  • 3B-IC-25 - Evaluate computational artifacts to maximize their beneficial effects and minimize harmful effects on society.
  • 3B-IC-27 - Predict how computational innovations that have revolutionized aspects of our culture might evolve.

Unit 7: AP Create PT Prep

Lesson 1: Create PT - Review the Task

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4B - Effective collaborative teams consider the use of online collaborative tools.
  • 1.2.4C - Effective collaborative teams practice interpersonal communication, consensus building, conflict resolution, and negotiation.
  • 1.2.4D - Effective collaboration strategies enhance performance.
  • 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
  • 1.2.4F - A collaboratively created computational artifact can reflect personal expressions of ideas.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
  • 5.1.3E - Collaboration facilitates developing program components independently.
  • 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.

Lesson 2: Create PT - Make a Plan

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4C - Effective collaborative teams practice interpersonal communication, consensus building, conflict resolution, and negotiation.
  • 1.2.4D - Effective collaboration strategies enhance performance.
  • 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
  • 1.2.4F - A collaboratively created computational artifact can reflect personal expressions of ideas.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.1 - Access, manage, and attribute information using effective strategies. [P1]
  • 7.5.1A - Online databases and libraries catalog and house secondary and some primary resources
  • 7.5.1B - Advanced search tools, Boolean logic, and key words can refine the search focus and/or limit search results based on a variety of factors (e.g., peer-review status, type of publication)
  • 7.5.1C - Plagiarism is a serious offense that occurs when a person presents another's ideas or words as his or her own. Plagiarism may be avoided by accurately acknowledging sources. 7.5.2 Evaluate online and print sources for appropriateness and credibility [P5]
7.5.2 - Evaluate online and print sources for appropriateness and credibility [P5]
  • 7.5.2A - Determining the credibility of a soruce requires considering and evaluating the reputation and credentials of the author(s), publisher(s), site owner(s), and/or sponsor(s).
  • 7.5.2B - Information from a source is considered relevant when it supports an appropriate claim or the purpose of the investigation

Lesson 3: Create PT - Complete the Task (12 hrs)

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
  • 1.2.2A - Computing tools and techniques can enhance the process of finding a solution to a problem.
  • 1.2.2B - A creative development process for creating computational artifacts can be used to solve problems when traditional or prescribed computing techniques are not effective.
1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
  • 1.2.3A - Creating computational artifacts can be done by combining and modifying existing artifacts or by creating new artifacts.
  • 1.2.3B - Computation facilitates the creation and modification of computational artifacts with enhanced detail and precision.
  • 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4B - Effective collaborative teams consider the use of online collaborative tools.
  • 1.2.4C - Effective collaborative teams practice interpersonal communication, consensus building, conflict resolution, and negotiation.
  • 1.2.4D - Effective collaboration strategies enhance performance.
  • 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
  • 1.2.4F - A collaboratively created computational artifact can reflect personal expressions of ideas.
2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts
2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
  • 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
  • 2.2.1B - An abstraction extracts common features from specific examples in order to generalize concepts.
  • 2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.
2.2.2 - Use multiple levels of abstraction to write programs. [P3]
  • 2.2.2A - Software is developed using multiple levels of abstractions, such as constants, expressions, statements, procedures, and libraries.
  • 2.2.2B - Being aware of and using multiple levels of abstraction in developing programs helps to more effectively apply available resources and tools to solve problems.
4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
4.1.1 - Develop an algorithm for implementation in a program. [P2]
  • 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
  • 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
  • 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
  • 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
  • 4.1.1E - Algorithms can be combined to make new algorithms.
  • 4.1.1F - Using existing correct algorithms as building blocks for constructing a new algorithm helps ensure the new algorithm is correct.
  • 4.1.1G - Knowledge of standard algorithms can help in constructing new algorithms.
  • 4.1.1H - Different algorithms can be developed to solve the same problem.
  • 4.1.1I - Developing a new algorithm to solve a problem can yield insight into the problem.
4.1.2 - Express an algorithm in a language. [P5]
  • 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
  • 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
  • 4.1.2C - Algorithms described in programming languages can be executed on a computer.
  • 4.1.2D - Different languages are better suited for expressing different algorithms.
  • 4.1.2E - Some programming languages are designed for specific domains and are better for expressing algorithms in those domains.
  • 4.1.2F - The language used to express an algorithm can affect characteristics such as clarity or readability but not whether an algorithmic solution exists.
  • 4.1.2G - Every algorithm can be constructed using only sequencing, selection, and iteration.
  • 4.1.2H - Nearly all programming languages are equivalent in terms of being able to express any algorithm.
  • 4.1.2I - Clarity and readability are important considerations when expressing an algorithm in a language.
5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
  • 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
  • 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
  • 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
  • 5.1.1D - Additional desired outcomes may be realized independently of the original purpose of the program.
  • 5.1.1E - A computer program or the results of running a program may be rapidly shared with a large number of users and can have widespread impact on individuals, organizations, and society
  • 5.1.1F - Advances in computing have generated and increased creativity in other fields.
5.1.2 - Develop a correct program to solve problems. [P2]
  • 5.1.2A - An iterative process of program development helps in developing a correct program to solve problems.
  • 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
  • 5.1.2C - Incrementally adding tested program segments to correct, working programs helps create large correct programs.
  • 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
  • 5.1.2E - Documentation about program components, such as blocks and procedures, helps in developing and maintaining programs.
  • 5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments
  • 5.1.2G - Program development includes identifying programmer and user concerns that affect the solution to problems.
  • 5.1.2H - Consultation and communication with program users is an important aspect of program development to solve problems.
  • 5.1.2I - A programmer’s knowledge and skill affects how a program is developed and how it is used to solve a problem.
  • 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
5.1.3 - Collaborate to develop a program. [P6]
  • 5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
  • 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
  • 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
  • 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
  • 5.1.3E - Collaboration facilitates developing program components independently.
  • 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.
5.2 - People write programs to execute algorithms.
5.2.1 - Explain how programs implement algorithms. [P3]
  • 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
  • 5.2.1B - Program instructions are executed sequentially.
  • 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written
  • 5.2.1D - An understanding of instruction processing and program execution is useful for programming.
  • 5.2.1E - Program execution automates processes.
  • 5.2.1F - Processes use memory, a central processing unit (CPU), and input and output.
  • 5.2.1G - A process may execute by itself or with other processes.
  • 5.2.1H - A process may execute on one or several CPUs.
  • 5.2.1I - Executable programs increase the scale of problems that can be addressed.
  • 5.2.1J - Simple algorithms can solve a large set of problems when automated.
  • 5.2.1K - Improvements in algorithms, hardware, and software increase the kinds of problems and the size of problems solvable by programming.
5.3 - Programming is facilitated by appropriate abstractions.
5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • 5.3.1A - Procedures are reusable programming abstractions.
  • 5.3.1B - A function is a named grouping of programming instructions.
  • 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
  • 5.3.1D - Procedures have names and may have parameters and return values.
  • 5.3.1E - Parameterization can generalize a specific solution.
  • 5.3.1F - Parameters generalize a solution by allowing a function to be used instead of duplicated code
  • 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
  • 5.3.1H - Data abstraction provides a means of separating behavior from implementation.
  • 5.3.1I - Strings and string operations, including concatenation and some form of substring, are common in many programs.
  • 5.3.1J - Integers and floatingpoint numbers are used in programs without requiring understanding of how they are implemented.
  • 5.3.1K - Lists and list operations, such as add, remove, and search, are common in many programs.
  • 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
  • 5.3.1M - Application program interfaces (APIs) and libraries simplify complex programming tasks.
  • 5.3.1N - Documentation for an API/library is an important aspect of programming.
  • 5.3.1O - APIs connect software components, allowing them to communicate.
5.4 - Programs are developed, maintained, and used by people for different purposes.
5.4.1 - Evaluate the correctness of a program. [P4]
  • 5.4.1A - Program style can affect the determination of program correctness.
  • 5.4.1B - Duplicated code can make it harder to reason about a program.
  • 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
  • 5.4.1D - Longer code blocks are harder to reason about than shorter code blocks in a program.
  • 5.4.1E - Locating and correcting errors in a program is called debugging the program.
  • 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
  • 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
  • 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
  • 5.4.1I - Programmers justify and explain a program’s correctness.
  • 5.4.1J - Justification can include a written explanation about how a program meets its specifications.
  • 5.4.1K - Correctness of a program depends on correctness of program components, including code blocks and procedures.
  • 5.4.1L - An explanation of a program helps people understand the functionality and purpose of it.
  • 5.4.1M - The functionality of a program is often described by how a user interacts with it.
  • 5.4.1N - The functionality of a program is best described at a high level by what the program does, not at the lower level of how the program statements work to accomplish this.
5.5 - Programming uses mathematical and logical concepts.
5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
  • 5.5.1A - Numbers and numerical concepts are fundamental to programming.
  • 5.5.1B - Integers may be constrained in the maximum and minimum values that can be represented in a program because of storage limitations.
  • 5.5.1C - Real numbers are approximated by floating point representations that do not necessarily have infinite precision.
  • 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.
  • 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
  • 5.5.1F - Compound expressions using and, or, and not are part of most programming languages.
  • 5.5.1G - Intuitive and formal reasoning about program components using Boolean concepts helps in developing correct programs.
  • 5.5.1H - Computational methods may use lists and collections to solve problems.
  • 5.5.1I - Lists and other collections can be treated as abstract data types (ADTs) in developing programs.
  • 5.5.1J - Basic operations on collections include adding elements, removing elements, iterating over all elements, and determining whether an element is in a collection.
7.5 - An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of sources.
7.5.1 - Access, manage, and attribute information using effective strategies. [P1]
  • 7.5.1A - Online databases and libraries catalog and house secondary and some primary resources
  • 7.5.1B - Advanced search tools, Boolean logic, and key words can refine the search focus and/or limit search results based on a variety of factors (e.g., peer-review status, type of publication)
  • 7.5.1C - Plagiarism is a serious offense that occurs when a person presents another's ideas or words as his or her own. Plagiarism may be avoided by accurately acknowledging sources. 7.5.2 Evaluate online and print sources for appropriateness and credibility [P5]

CSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming
  • 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
  • 3A-AP-18 - Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
  • 3A-AP-19 - Systematically design and develop programs for broad audiences by incorporating feedback from users.
  • 3A-AP-21 - Evaluate and refine computational artifacts to make them more usable and accessible.
  • 3A-AP-23 - Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
  • 3B-AP-14 - Construct solutions to problems using student-created components, such as procedures, modules and/or objects.

Unit 8: Post AP

Lesson 1: Introduction to Data

Standards Alignment

Computer Science Principles

3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1B - Digital information can be filtered and cleaned by using computers to process information.
  • 3.1.1C - Combining data sources, clustering data, and data classification are part of the process of using computers to process information.
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1A - Large data sets provide opportunities and challenges for extracting information and knowledge.
  • 3.2.1B - Large data sets provide opportunities for identifying trends, making connections in data, and solving problems.
  • 3.2.1C - Computing tools facilitate the discovery of connections in information within large data sets.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1H - Aggregation of information, such as geolocation, cookies, and browsing history, raises privacy and security concerns.
  • 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.

Lesson 2: Good and Bad Data Visualizations

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5A - The context in which an artifact is used determines the correctness, usability, functionality, and suitability of the artifact.
  • 1.2.5B - A computational artifact may have weaknesses, mistakes, or errors depending on the type of artifact.
  • 1.2.5C - The functionality of a computational artifact may be related to how it is used or perceived.
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
  • 3B-DA-07 - Evaluate the ability of models and simulations to test and support the refinement of hypotheses.
IC - Impacts of Computing
  • 3A-IC-25 - Test and refine computational artifacts to reduce bias and equity deficits.

Lesson 3: Making Data Visualizations

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5A - The context in which an artifact is used determines the correctness, usability, functionality, and suitability of the artifact.
  • 1.2.5B - A computational artifact may have weaknesses, mistakes, or errors depending on the type of artifact.
  • 1.2.5C - The functionality of a computational artifact may be related to how it is used or perceived.
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
  • 3.1.3E - Interactivity with data is an aspect of communicating.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-11 - Create interactive data visualizations using software tools to help others better understand real-world phenomena.
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
  • 3B-DA-07 - Evaluate the ability of models and simulations to test and support the refinement of hypotheses.
IC - Impacts of Computing
  • 3A-IC-25 - Test and refine computational artifacts to reduce bias and equity deficits.

Lesson 4: Discover a Data Story

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
  • 1.2.2A - Computing tools and techniques can enhance the process of finding a solution to a problem.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
1.3 - Computing can extend traditional forms of human expression and experience.
1.3.1 - Use computing tools and techniques for creative expression. [P2]
  • 1.3.1E - Computing enables creative exploration of both real and virtual phenomena.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-11 - Create interactive data visualizations using software tools to help others better understand real-world phenomena.
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
  • 3B-DA-07 - Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

Lesson 5: Cleaning Data

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1D - A creatively developed computational artifact can be created by using nontraditional, nonprescribed computing techniques.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4B - Effective collaborative teams consider the use of online collaborative tools.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
  • 3.1.1B - Digital information can be filtered and cleaned by using computers to process information.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2A - Collaboration is an important part of solving data driven problems.
  • 3.1.2B - Collaboration facilitates solving computational problems by applying multiple perspectives, experiences, and skill sets.
  • 3.1.2C - Communication between participants working on data driven problems gives rise to enhanced insights and knowledge.
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2E - Collaborating face-to-face and using online collaborative tools can facilitate processing information to gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1A - Large data sets provide opportunities and challenges for extracting information and knowledge.
  • 3.2.1B - Large data sets provide opportunities for identifying trends, making connections in data, and solving problems.
  • 3.2.1C - Computing tools facilitate the discovery of connections in information within large data sets.
  • 3.2.1D - Search tools are essential for efficiently finding information.
  • 3.2.1E - Information filtering systems are important tools for finding information and recognizing patterns in the information.
  • 3.2.1F - Software tools, including spreadsheets and databases, help to efficiently organize and find trends in information.
3.2.2 - Use large data sets to explore and discover information and knowledge. [P3]
  • 3.2.2B - The storing, processing, and curating of large data sets is challenging.
  • 3.2.2C - Structuring large data sets for analysis can be challenging.
  • 3.2.2G - The effective use of large data sets requires computational solutions.
7.1 - Computing enhances communication, interaction, and cognition.
7.1.2 - Explain how people participate in a problem solving process that scales. [P4]
  • 7.1.2C - Human computation harnesses contributions from many humans to solve problems related to digital data and the Web.
  • 7.1.2D - Human capabilities are enhanced by digitally enabled collaboration.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-11 - Create interactive data visualizations using software tools to help others better understand real-world phenomena.
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
  • 3B-DA-07 - Evaluate the ability of models and simulations to test and support the refinement of hypotheses.
IC - Impacts of Computing
  • 3A-IC-25 - Test and refine computational artifacts to reduce bias and equity deficits.

Lesson 6: Creating Summary Tables

Standards Alignment

Computer Science Principles

1.1 - Creative development can be an essential process for creating computational artifacts.
1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • 1.1.1A - A creative process in the development of a computational artifact can include, but is not limited to, employing nontraditional, nonprescribed techniques; the use of novel combinations of artifacts, tools, and techniques; and the exploration of personal cu
  • 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.4 - Collaborate in the creation of computational artifacts. [P6]
  • 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
  • 1.2.4B - Effective collaborative teams consider the use of online collaborative tools.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.1 - Use computers to process information, find patterns, and test hypotheses about digitally processed information to gain insight and knowledge. [P4]
  • 3.1.1A - Computers are used in an iterative and interactive way when processing digital information to gain insight and knowledge.
  • 3.1.1B - Digital information can be filtered and cleaned by using computers to process information.
  • 3.1.1C - Combining data sources, clustering data, and data classification are part of the process of using computers to process information.
  • 3.1.1D - Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • 3.1.1E - Patterns can emerge when data is transformed using computational tools.
3.1.2 - Collaborate when processing information to gain insight and knowledge. [P6]
  • 3.1.2D - Collaboration in developing hypotheses and questions, and in testing hypotheses and answering questions, about data helps participants gain insight and knowledge.
  • 3.1.2E - Collaborating face-to-face and using online collaborative tools can facilitate processing information to gain insight and knowledge.
  • 3.1.2F - Investigating large data sets collaboratively can lead to insight and knowledge not obtained when working alone.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
3.2 - Computing facilitates exploration and the discovery of connections in information.
3.2.1 - Extract information from data to discover and explain connections, patterns, or trends. [P1]
  • 3.2.1C - Computing tools facilitate the discovery of connections in information within large data sets.
  • 3.2.1F - Software tools, including spreadsheets and databases, help to efficiently organize and find trends in information.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-11 - Create interactive data visualizations using software tools to help others better understand real-world phenomena.
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
  • 3B-DA-07 - Evaluate the ability of models and simulations to test and support the refinement of hypotheses.
IC - Impacts of Computing
  • 3A-IC-25 - Test and refine computational artifacts to reduce bias and equity deficits.

Lesson 7: Practice PT - Tell a Data Story

Standards Alignment

Computer Science Principles

1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
1.2.1 - Create a computational artifact for creative expression. [P2]
  • 1.2.1A - A computational artifact is anything created by a human using a computer and can be, but is not limited to, a program, an image, audio, video, a presentation, or a web page file.
  • 1.2.1B - Creating computational artifacts requires understanding and using software tools and services.
  • 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming IDEs, spreadsheets, 3D printers, or text editors.
  • 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
  • 1.2.2A - Computing tools and techniques can enhance the process of finding a solution to a problem.
  • 1.2.2B - A creative development process for creating computational artifacts can be used to solve problems when traditional or prescribed computing techniques are not effective.
1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • 1.2.5A - The context in which an artifact is used determines the correctness, usability, functionality, and suitability of the artifact.
  • 1.2.5B - A computational artifact may have weaknesses, mistakes, or errors depending on the type of artifact.
  • 1.2.5C - The functionality of a computational artifact may be related to how it is used or perceived.
  • 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
3.1 - People use computer programs to process information to gain insight and knowledge.
3.1.3 - Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language. [P5]
  • 3.1.3A - Visualization tools and software can communicate information about data.
  • 3.1.3B - Tables, diagrams, and textual displays can be used in communicating insight and knowledge gained from data.
  • 3.1.3C - Summaries of data analyzed computationally can be effective in communicating insight and knowledge gained from digitally represented information.
  • 3.1.3D - Transforming information can be effective in communicating knowledge gained from data.
7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.
7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]
  • 7.3.1J - Technology enables the collection, use, and exploitation of information about, by, and for individuals, groups, and institutions.

CSTA K-12 Computer Science Standards (2017)

DA - Data & Analysis
  • 3A-DA-11 - Create interactive data visualizations using software tools to help others better understand real-world phenomena.
  • 3B-DA-05 - Use data analysis tools and techniques to identify patterns in data representing complex systems.
  • 3B-DA-06 - Select data collection tools and techniques to generate data sets that support a claim or communicate information.
  • 3B-DA-07 - Evaluate the ability of models and simulations to test and support the refinement of hypotheses.
IC - Impacts of Computing
  • 3A-IC-25 - Test and refine computational artifacts to reduce bias and equity deficits.