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Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.34

Categorize the roles of operating system software.

Unpacked Content

Knowledge

Students know:
  • the responsibilities of operating system software.
  • that operating system software provides an interface between the user and applications and I/O devices.
  • that operating system software is specific to the purpose of the software.

Skills

Students are able to:
  • explain the purpose of operating system software.
  • list the responsibilities of operating system software.
  • identify types of operating system software.

Understanding

Students understand that:
  • operating system software provides an interface between the user and hardware and programs/applications.
  • operating system software is the most fundamental of all system software programs.

Vocabulary

  • operating system software
  • interface
  • I/O (input/output)
    • memory
  • data storage

Aligned Learning Resources

Instructions & Programs: Crash Course Computer Science #8
Advanced CPU Designs: Crash Course Computer Science #9
Integrated Circuits & Moore's Law: Crash Course Computer Science #17
Operating Systems: Crash Course Computer Science #18
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.35

Appraise the role of artificial intelligence in guiding software and physical systems.

Examples: predictive modeling, self-driving cars.

Unpacked Content

Knowledge

Students know:
  • artificial intelligence plays a role in all industries from healthcare to automotive and finance to military.
  • there are philosophical and ethical questions related to artificial intelligence.

Skills

Students are able to:
  • research the roles that artificial intelligence have in guiding software and physical systems.
  • describe ethical and philosophical issues of artificial intelligence roles in society.

Understanding

Students understand that:
  • there are positive and negative aspects to the science of artificial intelligence and how it is applied in industries, science, and society.
  • ethical, moral, and philosophical issues must continually be evaluated as artificial intelligence grows in application.

Vocabulary

  • artificial intelligence
  • machine learning
  • physical systems
  • guiding software

Aligned Learning Resources

Artificial Intelligence
Machine Learning & Artificial Intelligence: Crash Course Computer Science #34
Natural Language Processing: Crash Course Computer Science #36
The Singularity, Skynet, and the Future of Computing: Crash Course Computer Science #40
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.36

Explain the tradeoffs when selecting and implementing cybersecurity recommendations.

Examples: Two-factor authentication, password requirements, geolocation requirements.

Unpacked Content

Knowledge

Students know:
  • how to evaluate the tradeoffs of cybersecurity recommendations.
  • how to articulate the pros and cons of TFA.
  • the importance of password requirements.
  • how to articulate the pros and cons of geolocation.

Skills

Students are able to:
  • explain pros and cons of cybersecurity recommendations.
  • describe the use of two-factor authentication.
  • explain the importance of password requirements.
  • describe the use of geolocation.

Understanding

Students understand that:
  • security, privacy and convenience tradeoffs are factors in selecting and implementing cybersecurity recommendations.

Vocabulary

  • cybersecurity
  • two-factor authentication (TFA)
  • geolocation
  • privacy
  • cryptography

Aligned Learning Resources

Computer Science Principles Unit 4 Chapter 1 Lesson 7: Simple Encryption
Computer Science Principles Unit 4 Chapter 1 Lesson 8: Encryption With Keys and Passwords
Computer Science Principles Unit 4 Chapter 1 Lesson 9: Public Key Cryptography
Risk Check for New Tech
Cybersecurity: Crash Course Computer Science #31
Cybersecurity 101
E-Business: Web Security
Hot Shots & Hot Jobs: Cyber Security Analysts Fight Crime
Top 19 Worst Passwords
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.37

Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

Unpacked Content

Knowledge

Students know:
  • how to explain the use of models and simulations to generate new knowledge and understanding related to the phenomena or target system that is being studied.
  • how to explain the ability of models and simulations to test and support the refinement of hypotheses related to phenomena under consideration.
a.
  • that modeling and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
b.
  • how to form a hypothesis.
  • how to test a hypothesis.
  • how to create a model or simulation.
c.
  • that simulations or models can be created to test a hypothesis but not provide the information expected or intended.
  • that it is vital to verify the data being generated by a model or simulation.

Skills

Students are able to:
  • use a diagram or program to represent a model to express key properties of a phenomena or target system.
  • research existing models and simulations and how they are used to test and refine hypotheses.
  • explain how existing models and simulations are used to test and support the refinement of hypotheses.
a.
  • create a model or simulation to formulate, test, and refine a hypothesis.
  • utilize a model or simulation to formulate, test, and refine a hypothesis.
b.
  • form a model of a hypothesis.
  • test the hypothesis by collecting and analyzing data from a simulation.
c.
  • examine a model or simulation to determine the correctness of the generated data.
  • examine a flawed model or simulation and identify areas in which it is providing incorrect data.

Understanding

Students understand that:
  • a simulation is based on a model and enables observation of the system as key properties change.
  • the accuracy of models and simulations are limited by the level of detail and quality of information used and the software and hardware used.
  • models and simulations are an effective and cost efficient way to understand phenomena and test and refine hypotheses.
a.
  • models and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
  • models and simulations can be the only cost- ot time-effective way to test a hypothesis.
b.
  • Models and simulations can save money, are safer, usually requires less time, and do not have the environmental impact that a full experiment or operational test may induce.
c.
  • while a process may operate without errors, that does not guarantee that the process is providing accurate data to meet your needs.

Vocabulary

  • model
  • simulations
  • hypotheses
  • phenomena
  • target system

Aligned Learning Resources

Computer Science Principles Unit 4 Chapter 1 Lesson 2: Finding Trends With Visualizations
Computer Science Principles Unit 4 Chapter 1 Lesson 3: Check Your Assumptions
Computer Science Principles Unit 5 Chapter 2 Lesson 12: Loops and Simulations
Computer Science Principles Unit Post AP Chapter 1 Lesson 1: Introduction to Data
Computer Science Principles Unit Post AP Chapter 1 Lesson 2: Good and Bad Data Visualizations
Computer Science Principles Unit Post AP Chapter 1 Lesson 3: Making Data Visualizations
Computer Science Principles Unit Post AP Chapter 1 Lesson 4: Discover a Data Story
Computer Science Principles Unit Post AP Chapter 1 Lesson 5: Cleaning Data
Computer Science Principles Unit Post AP Chapter 1 Lesson 7: Practice PT - Tell a Data Story
Software Engineering
Modeling & Simulation: Nodes and Graphs
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.38

Systematically design and develop programs for broad audiences by incorporating feedback from users.

Examples: Games, utilities, mobile applications.

Unpacked Content

Knowledge

Students know:
  • it is vital to seek feedback from others on programs and products.
  • feedback can help make a program or product better.

Skills

Students are able to:
  • design and develop a program.
  • publish a program, seeking feedback.
  • make edits to a program based upon user feedback.

Understanding

Students understand that:
  • when designing a program, it is important to receive input from your target audience to ensure your product meets their expectations or need.

Aligned Learning Resources

Computer Science Principles Unit 5 Chapter 1 Lesson 5: Building an App: Clicker Game
Human Computer Interaction
Software Engineering
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.39

Identify a problem that cannot be solved by either humans or machines alone and discuss a solution for it by decomposing the task into sub-problems suited for a human or machine to accomplish.

Examples: Forecasting weather, piloting airplanes.

Unpacked Content

Knowledge

Students know:
  • how to identify a problem.
  • how to decompose a problem.
  • how to identify possible solutions to a problem.

Skills

Students are able to:
  • identify a problem that cannot be solved by humans or machines alone.
  • discuss possible solutions using decomposition.
  • identify subproblems for either a human or machine to solve.

Understanding

Students understand that:
  • problems exist that cannot be solved by a human or machine alone.
  • identifying subproblems can make a complex problem easier to solve.
  • humans and machines can work together to solve complex problems.

Aligned Learning Resources

Computer Science Principles Unit 4 Chapter 1 Optional Lesson: One-Way Functions - The Wifi Hotspot Problem
Complexity and Tractability
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.40

Use an iterative design process, including learning from mistakes, to gain a better understanding of a problem domain.

Unpacked Content

Knowledge

Students know:
  • that creating an artifact is an iterative process.
  • that feedback serves to make products better.
  • that mistakes are teaching tools that help determine how not to solve a problem.

Skills

Students are able to:
  • create and publish.
  • process constructive feedback.
  • persevere through mistakes.

Understanding

Students understand that:
  • creating an artifact is an iterative process.
  • feedback serves to make products better.
  • mistakes are teaching tools that help determine how not to solve a problem.

Aligned Learning Resources

Computer Science Principles Unit 3 Chapter 1 Lesson 6: Functions and Top-Down Design
Computer Science Principles Unit 5 Chapter 1 Lesson 5: Building an App: Clicker Game
Computer Science Principles Unit 5 Chapter 1 Lesson 10: Building an App: Color Sleuth
Computer Science Principles Unit 5 Chapter 2 Lesson 14: Building an App: Image Scroller
Computer Science Principles Unit 5 Chapter 2 Lesson 17: Building an App: Canvas Painter
Human Computer Interaction
Software Engineering

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