DLCS18.HS.RS.E
Collaborative Research
Collaborative Research
DLCS18.HS.RS.E
DLCS18.HS.R5
Locate and curate information from digital sources to answer research questions.
Locate and curate information from digital sources to answer research questions.
Unpacked Content
Knowledge
Students know:
- how to find valid sources to answer a given research topic.
- how to cite sources.
Skills
Students are able to:
- locate valid digital resources to answer given research questions.
Understanding
Students understand that:
- a great deal of information is available.
- it is important to validate information and to cite the source of information.
Vocabulary
- curate
DLCS18.HS.RS.F
Digital Tools
Digital Tools
DLCS18.HS.R6
Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
Unpacked Content
Knowledge
Students know:
- feedback is important in a design process.
Skills
Students are able to:
- create a multimedia artifact.
- critique the work of others.
- revise their work based on feedback received.
Understanding
Students understand that:
- much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
DLCS18.HS.CT
Computational Thinker
Computational Thinker
DLCS18.HS.CT.A
Abstraction
Abstraction
DLCS18.HS.1
Decompose problems into component parts, extract key information, and develop descriptive models to understand the levels of abstractions in complex systems.
Decompose problems into component parts, extract key information, and develop descriptive models to understand the levels of abstractions in complex systems.
Unpacked Content
Knowledge
Students know:
- complex problems may be more easily processed when broken into simpler problems.
- that it is important to highlight key details of a problem.
- descriptive models can help outline the procedures to solve more complex problems.
Skills
Students are able to:
- solve a complex problem by decomposing the problem into smaller, simpler problems.
- extract key details needed in the problem
- solving process.
- develop descriptive models to convey the levels of abstraction in complex systems.
Understanding
Students understand that:
- complex problems may be easier to solve if they are broken into smaller problems first.
- it is important to identify key details in the problem.
Vocabulary
- decompose
DLCS18.HS.2
Explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to the user.
COS Examples
Examples: Millions of lines of code control the subsystems within an automobile (e.g., antilock braking systems, lane detection, and self-parking).
Explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to the user.
COS Examples
Examples: Millions of lines of code control the subsystems within an automobile (e.g., antilock braking systems, lane detection, and self-parking).
Unpacked Content
Knowledge
Students know:
- that many electronic devices we encounter are comprised of multiple complex systems.
Skills
Students are able to:
- identify examples of complex computing systems in everyday life.
- explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to most users.
Understanding
Students understand that:
- complex computing systems exist that integrate computing systems with one another in ways that may not be apparent to the user.
DLCS18.HS.CT.B
Algorithms
Algorithms
DLCS18.HS.3
Differentiate between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.
Differentiate between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.
Unpacked Content
Knowledge
Students know:
- that differences exist in pseudocode and a programming language.
- that programming languages have certain requirements for language and syntax.
- that some programs cannot return a result in a reasonable time frame, therefore approximations must be allowed in those cases.
- how to identify sequential statements, conditional statements, and/or iterations in code.
- the differences between sequential statements, conditional statements, and/or iterations.
- trade-offs exist with using one control structure over another.
- some decisions in a program will require the use of iterative loops, selection constructs, or recursion.
- programs can be written to satisfy a number of needs such as performance, reusability, and ease of implementation.
- that most times, algorithms will differ based on the need of the program; performance, reusability, or ease of implementation.
- that programs can be written with specific priorities in mind.
- that there are multiple correct ways to write a program.
- that solutions are often chosen to meet the priority need of the program.
Skills
Students are able to:
- distinguish between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.
- point out similarities in vocabulary and syntax between pseudocode and an algorithm.
- point out differences in vocabulary and syntax between pseudocode and an algorithm.
- explain that some algorithms do not lead to exact solutions in a reasonable amount of time and thus approximations are acceptable.
- identify sequential statements, conditional statements, and/or iterations in code.
- identify tradeoffs associated with using one control structure over another.
- distinguish when a problem solution requires decisions to be made among alternatives or when a solution needs to be iteratively processed to arrive at a result.
- evaluate and select algorithms based on performance, reusability, and ease of implementation.
- explain how more than one algorithm may solve the same problem and yet be characterized with different priorities.
Understanding
Students understand that:
- similarities and differences exist in pseudocode and programming code.
- some programming languages more closely resemble pseudocode than do other programming languages.
- due to time or financial constraints, some programs may return an approximation of a solution.
- both benefits and drawbacks exist when selecting one control structure over another in a code.
- programs can use multiple methods to arrive at a solution.
- there are times when a program needs to be selected for a specific purpose, such as performance, reusability, and/or ease of implementation.
- multiple algorithms can solve the same problem.
- algorithms can operate with a specific priority in mind, such as speed, simplicity, and/or safety.
Vocabulary
- pseudocode
- programming language
- approximated
- iteration
- conditional statements
- control structures
- iterative loop
- selection constructs
- recursion
DLCS18.HS.3a
Explain that some algorithms do not lead to exact solutions in a reasonable amount of time and thus approximations are acceptable.
Explain that some algorithms do not lead to exact solutions in a reasonable amount of time and thus approximations are acceptable.
DLCS18.HS.3b
Compare and contrast the difference between specific control structures such as sequential statements, conditional, iteration, and explain the benefits and drawbacks of choices made.
COS Examples
Examples: Tradeoffs involving implementation, readability, and program performance.
Compare and contrast the difference between specific control structures such as sequential statements, conditional, iteration, and explain the benefits and drawbacks of choices made.
COS Examples
Examples: Tradeoffs involving implementation, readability, and program performance.
DLCS18.HS.3c
Distinguish when a problem solution requires decisions to be made among alternatives, such as selection constructs, or when a solution needs to be iteratively processed to arrive at a result, such as iterative ‘loop’ constructs or recursion.
Distinguish when a problem solution requires decisions to be made among alternatives, such as selection constructs, or when a solution needs to be iteratively processed to arrive at a result, such as iterative ‘loop’ constructs or recursion.
DLCS18.HS.3d
Evaluate and select algorithms based on performance, reusability, and ease of implementation.
Evaluate and select algorithms based on performance, reusability, and ease of implementation.
DLCS18.HS.3e
Explain how more than one algorithm may solve the same problem and yet be characterized with different priorities.
COS Examples
Examples: All self-driving cars have a common goal of taking a passenger to a designation but may have different priorities such as safety, speed, or conservation; web search engines have their own algorithms for search with their own priorities.
Explain how more than one algorithm may solve the same problem and yet be characterized with different priorities.
COS Examples
Examples: All self-driving cars have a common goal of taking a passenger to a designation but may have different priorities such as safety, speed, or conservation; web search engines have their own algorithms for search with their own priorities.
DLCS18.HS.4
Use and adapt classic algorithms to solve computational problems.
COS Examples
Examples: Sorting, searching, shortest path, and data compression.
Use and adapt classic algorithms to solve computational problems.
COS Examples
Examples: Sorting, searching, shortest path, and data compression.
Unpacked Content
Knowledge
Students know:
- classic algorithms exist that can be used and adapted to meet one's needs.
- that it can be easier to alter code than to create it from scratch.
Skills
Students are able to:
- use and adapt classic algorithms to solve computational problems.
Understanding
Students understand that:
- algorithms can be altered to fit another use than originally designed for.
DLCS18.HS.CT.C
Programming and Development
Programming and Development
DLCS18.HS.5
Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.
Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.
Unpacked Content
Knowledge
Students know:
- how to design and develop computational artifacts for practical intent.
- how to design and develop computational artifacts for personal expression.
- how to design and develop computational artifacts to address a societal issue by using current events.
Skills
Students are able to:
- design and develop computational artifacts using an iterative design process.
- use current events to bring merit to computational artifacts.
Understanding
Students understand that:
- design should be an iterative process whereby the designer seeks feedback to improve upon his/her creation.
DLCS18.HS.6
Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects, with parameters, and which return a result.
Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects, with parameters, and which return a result.
Unpacked Content
Knowledge
Students know:
- removing unessential details can make a process simpler.
- control structures can assist in programming decisions.
- how to create a program that returns a result.
Skills
Students are able to:
- decompose a problem.
- create a program that returns a result.
- implement control structures.
Understanding
Students understand that:
- removing unessential details can make a process simpler.
- control structures can assist in programming decisions.
Vocabulary
- parameters
- procedures
- modules
- objects
- control structures
DLCS18.HS.7
Compare and contrast fundamental data structures and their uses.
COS Examples
Examples: Strings, lists, arrays, stacks, queues.
Compare and contrast fundamental data structures and their uses.
COS Examples
Examples: Strings, lists, arrays, stacks, queues.
Unpacked Content
Knowledge
Students know:
- when to include varying types of data structures into a program to achieve a desired result.
Skills
Students are able to:
- compare and contrast fundamental data structures and their uses.
- properly use varying types of data structures in a program to achieve a desired result.
Understanding
Students understand that:
- data structures organize data for ease of recall.
- data structures differ by organization structure and purpose.
Vocabulary
- data structures
- arrays
- stacks
- queues
- list
- strings
DLCS18.HS.8
Demonstrate code reuse by creating programming solutions using libraries and Application Programming Interfaces.
Demonstrate code reuse by creating programming solutions using libraries and Application Programming Interfaces.
Unpacked Content
Knowledge
Students know:
- how to design a programming application that reuses code from programming libraries and code created in previous applications.
Skills
Students are able to:
- reuse code from previous applications, code libraries, or APIs to reduce coding workload.
Understanding
Students understand that:
- reuse of code can be time
- saving.
- code may be written and shared in code libraries or may be accessible as an API.
Vocabulary
- code
- programming languages
- Application Programming Interfaces
DLCS18.HS.9
Demonstrate the ability to verify the correctness of a program.
Demonstrate the ability to verify the correctness of a program.
Unpacked Content
Knowledge
Students know:
- proper syntax and formatting for a coding language.
- how to identify coding errors in a programming language.
- programs must be tested to verify that the desired task is executed properly.
- testing a program requires a scenario where you can easily verify that the result of the program is correct/accurate.
- a program can contain one of the following properties, but not be an appropriate program: correctness, efficiency, scalability and readability
- it is important to have others review your code.
- that to be a quality program, code must be correct, efficient, scalable and readable.
Skills
Students are able to:
- analyze code for proper syntax and formatting.
- create a test case with verifiable results.
- execute a program with the created test case to verify program performance.
- locate errors in programming by executing test cases.
- work with others to review their code for correctness, efficiency, scalability and readability.
Understanding
Students understand that:
- programming languages each have their own required formatting which must be adhered to for a program to run correctly.
- errors in programming languages prevent the program from executing its task.
- each language has its own syntax and method for identifying potential errors.
- code can be formatted correctly and a program can still produce unintended results.
- a test case is vital to verifying that a program is executing a task as intended.
- to be a quality program, code must be correct, efficient, scalable and readable.
- it is important to have others proofread your code.
Vocabulary
- compile
- program
- syntax
DLCS18.HS.9a
Develop and use a series of test cases to verify that a program performs according to its design specifications.
Develop and use a series of test cases to verify that a program performs according to its design specifications.
DLCS18.HS.9b
Collaborate in a code review process to identify correctness, efficiency, scalability and readability of program code.
Collaborate in a code review process to identify correctness, efficiency, scalability and readability of program code.
DLCS18.HS.10
Resolve or debug errors encountered during testing using iterative design process.
COS Examples
Examples: Test for infinite loops, check for bad input, check edge-cases.
Resolve or debug errors encountered during testing using iterative design process.
COS Examples
Examples: Test for infinite loops, check for bad input, check edge-cases.
Unpacked Content
Knowledge
Students know:
- steps of the problem solving process.
- how to identify errors in an iterative design process.
Skills
Students are able to:
- review a process and identify errors in procedure.
- rectify errors found in a process.
- test resolution to verify that the process now runs as intended.
Understanding
Students understand that:
- errors in a process can prevent a solution.
- resolving an error will allow the process to function as intended.
Vocabulary
- debug
DLCS18.HS.CD
Citizen of a Digital Culture
Citizen of a Digital Culture
DLCS18.HS.CD.A
Safety, Privacy, and Security
Safety, Privacy, and Security
DLCS18.HS.11
Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
Unpacked Content
Knowledge
Students know:
- safe, legal, and ethical behaviors for online behavior.
- tracking methods are often used to improve digital tools and advertising.
- hazards exist when unknown entities have access to a user's digital habits.
- methods to counteract the use of tracking.
- that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
- that EULAs and terms of service agreements can grant access to the user's personal data.
- that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
- often there exists an inverse relationship between online privacy/personal security and convenience.
- that inappropriate digital behavior can have physical, legal, and ethical consequences.
- that negative digital behaviors can have lasting consequences.
- that some behaviors are illegal.
- strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Skills
Students are able to:
- interact digitally while exercising safe, legal, and ethical behaviors.
- identify tracking methods used to gather data.
- identify hazards that exist when tracking methods are used.
- list techniques to avoid tracking.
- apply techniques to avoid tracking.
- interpret the terms of EULAs and terms of service agreements.
- make an educated decision to agree to EULAs and terms of service agreements.
- weigh the risks of using a digital tool to one's personal security.
- identify potential risks to using various digital tools.
- evaluate a digital tool's security.
- identify inappropriate digital behaviors.
- identify consequences of inappropriate digital behaviors.
- identify negative digital behaviors.
- share strategies to to lessen the impact of negative digital behaviors.
Understanding
Students understand that:
- because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
- entities use tracking methods to make products more appealing to their users.
- hazards exists when tracking data can be tied to individual users.
- privacy can be violated when tracking is used.
- techniques exist to mitigate the effects of tracking methods.
- nothing is free—you often give up data to use digital resources for no charge.
- it is important to educate yourself on EULAs and terms of service agreements.
- free digital tools can compromise one's privacy and security.
- it is important to be aware of what one is trading for use of a service.
- inappropriate digital behavior can have physical, legal, and ethical consequences.
- consequences of inappropriate digital behaviors can have life-altering consequences.
- digital identity is tied to online digital behavior.
- negative digital behaviors can have lasting consequences.
- some digital activity is illegal.
Vocabulary
- ethics
- digital world
- cookies
- virus
- malware
- packet sniffing
- spyware
- phishing
- browser history
- personal data
- data mining
- digital marketing
- online wallets
- personal information
- data accessibility
- passwords.
- cyberbullying
- harassment
- sexual communication
- online safety
Aligned Learning Resources
Why More News Sites Are Dumping Their Comment Sections
DLCS18.HS.11a
Recognize user tracking methods and hazards.
COS Examples
Examples: Cookies, WiFi packet sniffing.
Recognize user tracking methods and hazards.
COS Examples
Examples: Cookies, WiFi packet sniffing.
DLCS18.HS.11b
Understand how to apply techniques to mitigate effects of user tracking methods.
Understand how to apply techniques to mitigate effects of user tracking methods.
DLCS18.HS.11c
Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.
Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.
DLCS18.HS.11d
Explain the relationship between online privacy and personal security.
COS Examples
Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.
Explain the relationship between online privacy and personal security.
COS Examples
Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.
DLCS18.HS.11e
Identify physical, legal, and ethical consequences of inappropriate digital behaviors.
COS Examples
Examples: Cyberbullying/harassment, inappropriate sexual communications.
Identify physical, legal, and ethical consequences of inappropriate digital behaviors.
COS Examples
Examples: Cyberbullying/harassment, inappropriate sexual communications.
DLCS18.HS.11f
Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.
DLCS18.HS.12
Describe how sensitive data can be affected by malware and other attacks.
Describe how sensitive data can be affected by malware and other attacks.
Unpacked Content
Knowledge
Students know:
- how malware works.
- how sensitive data can be affected by malware and other attacks.
Skills
Students are able to:
- identify when a computer issue is potentially caused by malware.
- remove malware from a computing device.
- explain ways to protect computing devices from malware.
Understanding
Students understand that:
- malware is harmful to computing devices and personal data.
- software exists to remove malware from computing devices.
- software exists to protect computing devices from a malware attack.
Vocabulary
personal data, malware, cyber attacks
