Exploring Computer Science
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Course Introduction

 

Core Standards of the Course

Strand 1
Computer Science Practices
Students will employ the following practices throughout the course. They provide a framework and serve as helpful reminders of the high-level skills and dispositions computer scientists should be continually developing.

Standard 1
Critical Thinking

1. Use the structured problem-solving process to help address new problems
   
2. View challenges as solvable
   
3. Decompose or break down larger problems into smaller components
   

Standard 2
Persistence

1. Expect and value mistakes as a natural and productive part of problem solving
   
2. Continue working with new ideas and consider multiple possible approaches
   
3. Iterate and continue to improve partial solutions
   

Standard 3
Creativity

1. Incorporate personal interests and ideas into activities and projects
   
2. Experiment with new ideas and consider multiple possible approaches
   
3. Extend or build upon the ideas and projects of others
   

Standard 4
Collaboration

1. Work with others to develop solutions that incorporate all contributors
   
2. Mediate disagreements and help teammates agree on a common solution
   
3. Actively contribute to the success of group projects
   

Standard 5
Communication

1. Structure work so that it can be easily understood by others
   
2. Consider the perspective and background of your audience when presenting work
   
3. Provide and accept constructive feedback in order to improve work
   

Strand 2
Problem Solving with Computers
Students will learn how computers input, output, store, and process information. Students will gain the importance of solving problems, and/or automating tasks with the aid of computers, as well as a basic understanding of the algorithms computers use.

Standard 1
Students will understand computer hardware and the tasks they perform:

1. Students will identify required functions for a device to be classified as a computer (receives input, processing; output; storage)
   
   • Analyze the characteristics of hardware components including processor, operating system, RAM, ROM, hard drive, and input and output devices.
   • Understand the relationship between bits and bytes
   • Compare and convert between the following sizes: kilobyte, megabyte, gigabyte, terabyte.
   • Discuss the speed of the computer (gigahertz).
2. Students will identify examples of tasks that can and cannot be accomplished with a computer.
   

Standard 2
Students will describe changes technology has made on communication, privacy, and social interactions.

1. Impacts of technology on society from the following perspectives: social, economic,political, legal, ethical and moral issues
   
2. Permanence of online information
   
3. Consider issues around privacy and collection of data
   
4. Methods of communication appropriate for different situations including appropriate use of social media
   
5. Online safety
   

Standard 3
Students will discuss how and why binary is used to represent data in a computer.

1. Describe how binary digits (bits) are stored in different media
   
2. Understand the binary system or pattern for counting up to 8 digits
   
3. Convert numbers between 0 and 128 from decimal to binary and vice versa.
   
4. Describe how real-world phenomena such as numbers, characters (ASCII), or images (RGB) are digitized and represented in a computer.
   

Standard 4
Students will understand different algorithms used in problem solving.

1. Solve a problem through an iterative process.
   
   • Define - Understand the Problem
   • Prepare - Plan the Solution (design via pseudocode/flowcharts)
   • Try - Carry out the Plan (Code)
   • Reflect - Review and Discuss your Solution (Testing / Feedback)
   • Repeat - Reiterate through the steps until the problem is solved
2. Explain when a binary search would be more efficient than a linear search
   
3. Visualize and compare common sorting algorithms (e.g. insertion, selection, bubble, quicksort, merge sort)
   

Standard 5
Students will gain knowledge and skills while considering the social, moral, and ethical impacts of Artificial Intelligence (AI) systems and usage.

1. Students will explain the idea of intelligence specifically as it relates to computers.
   
2. Students will explain what it means for a machine to learn (Turing Test)
   
3. Students will identify the AI being used, such as image recognition, speech recognition, translation.
   
4. Students will train and test an existing AI system (machine learning).
   
5. Students will explore and explain the social and ethical impacts of AI (human and algorithmic bias, worker obsolescence through automation, user interface improvements, human/machine augmentation, etc.)
   
6. Students will gain an understanding of how AI is changing different sectors such as medicine, agriculture, manufacturing, etc.
   

Strand 3
Web Development
Students will learn social responsibility and ethics with regard to web development and how to use the basic building blocks of the World Wide Web: HTML5 and Cascading Style Sheets (CSS). Students will follow the steps to create a website by planning, designing, and coding a personal website.

Standard 1
Social Responsibility of Website Development

1. Students will understand ethical behavior as it relates to an AUP, Intellectual Property, Netiquette, Respecting Privacy, Anti-Spamming Laws, etc.
   
2. Students will demonstrate knowledge of standard copyright rules.
   
   • Understand copyright for original creations.
   • Understand the creative commons license
   • Understand when to obtain permission for non-original work.
3. Students will identify the use and purpose of acceptable use policy (AUP).
   

Standard 2
Design Process
Students will understand the need to know the purpose of website design in relationship to the intended audience and client needs.

1. Students will plan a website design using storyboards, sketches, or wireframes (rough drafts).
   

Standard 3
HTML
Students will understand that the HTML programming language is used to create all websites on the internet and acts as the structure for a website.

1. Students will code the foundation for a basic webpage including the element tags DOCTYPE, html, head, title, and body.
   
2. Students will create pages with tags and attributes at the inline level. (DOCTYPE, title, head, body, h1, h2, h6, p, br, etc.)
   
3. Students will create web pages with text formatting, links, images, and lists.
   

Standard 4
CSS
Students will understand that CSS (Cascading Style Sheets) are used to customize the style or looks of a website.

1. Students will apply CSS to a website.
   
   • Apply CSS to an element using an inline style. (An inline style may be used toapply a unique style for a single element.)
   • Apply CSS to a website using an external stylesheet. (Best Coding Practice -One file changes the entire website.)
2. Students will format web pages using CSS
   
   • Modify background properties such as color and image.
   • Modify font properties such as font-family, size, and color.
   • Modify border properties such as width, style, and color.
   • Implement tags and classes to modify an HTML element.

Standard 5
Careers in Web Development
Students will explore various careers in Web Development including front end developer, back end developer, full stack developer, and UX/UI designer.

Strand 4
Programming and Algorithms
Students will understand that an algorithm is a sequence of steps designed to accomplish a specific task. Algorithms are then translated into programs, or code, to provide instructions for computing devices. Programs control all computing systems and empower people to communicate with the world in new ways and solve compelling problems.

Standard 1
Program Design
Students will identify how planning strategies (such as flowcharts, storyboards, prototypes or pseudocode) are used when creating a program.

Standard 2
Algorithms
Define an algorithm as a set of clearly defined, logical steps to solve a problem.

1. Students will describe the steps needed to efficiently solve a non-computing problem using a pseudocode algorithm
   
2. Students will examine traditional programming algorithms such as searches, sorts, and minimal spanning trees.
   
3. Students will examine and formulate algorithms that solve specific problems.
   

Standard 3
Input/Output
Students will recognize a variety of different user input sources such as text input, sensors, mouse response, movement, or event. Students will recognize a variety of different outputs such as sounds, light, vibrations, movement, text and/or graphics.

Standard 4
Variables

1. Students will understand that variables are named locations in memory.
   
2. Students will be able to identify variables and when they should be used in code.
   

Standard 5
Loops
Students will understand that programs use loops (iteration) to be more efficient and avoid code duplication.

Standard 6
Conditionals
Students will understand that programs use conditionals to perform different computations or actions based on whether a condition is true or false (booleans).

Standard 7
Operators
Students will understand that programs use mathematical symbols ( +, -, *, /, >, <, ==, AND, OR) in a program to perform specific operations (mathematical, relational, or logical) and produce a single result.

Standard 8
Functions
Students will understand that a function is a named block of code that performs a specific task. Functions encourage efficiency, reusability, and readability.

Standard 9
Debugging
Students will understand that debugging is finding and removing errors from a program so it can operate as intended. Strategies students might learn for debugging could include:

1. Guess and Check
   
2. Deactivating sections to identify problematic code
   
3. Looking for typos, missing tags, or incorrect syntax
   
4. Making the problem smaller - identifying important points (changing variable values, getting input, etc.)
   
5. Asking a friend or team member for help
   
6. Printing, watching, or changing variable values while the program runs
   
7. Using a debugging tool
   
8. Thinking about when the code last worked and what has been added since then
   

Standard 10
Physical Computing
Students will demonstrate an understanding of the relationship between hardware and software.

1. Students will define and explain an algorithm for a physical computing device. (sequence of instructions processed by the device.)
   
2. Students will create a prototype of a physical computing device that uses algorithms to solve a computational problem.
   
3. Students will create a physical project or program a physical device
   
   • Students will illustrate ways the project or physical device implements logic, input, and output through hardware components (sensors, buttons, switches, etc.)
   • Students will systematically identify and fix problems with the project or physical device.

Standard 11
Careers in Programming
Students will explore various careers in programming such as Software Engineer, Video Game Developer, Mobile App Developer, and Web Developer.

Performance Skills

• Students will design algorithms and create programming solutions to a variety of computational problems using a block or text programming language.
• Students will develop a program or programs that:
  • makes a decision based on data or user input (conditionals).
  • accepts user and/or sensor input and stores the result in a variable.
  • uses variables that represent different data types.
  • uses structures that repeat blocks/lines of code (loops).
  • uses operators.
  • uses functions.
• Students will analyze, test, improve and debug computer programs.
• Students will design and create a physical project or program a physical device and debug the project or device

Workplace Skills

• Communication
• Problem Solving
• Teamwork
• Critical Thinking

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Kristina  Yamada and see the CTE/Computer Science & Information Technology website. For general questions about Utah's Core Standards contact the Director - THALEA  LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.