High School Exploring computer science standards: Difference between revisions
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! Standard !! Category !! Covered 15-16 school year? | ! Standard !! Category !! Covered 15-16 school year? | ||
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| Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.|| Computational Thinking || | | Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.|| Computational Thinking || Not Yet | ||
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| Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).|| Computational Thinking || | | Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).|| Computational Thinking || Not Yet | ||
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| Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.|| Computational Thinking || | | Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.|| Computational Thinking || Not Yet | ||
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| Compare techniques for analyzing massive data collections.|| Computational Thinking || | | Compare techniques for analyzing massive data collections.|| Computational Thinking || Not Yet | ||
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| Describe the relationship between binary and hexadecimal representations.|| Computational Thinking || | | Describe the relationship between binary and hexadecimal representations.|| Computational Thinking || Not Yet | ||
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| Analyze the representation and trade-offs among various forms of digital information.|| Computational Thinking || | | Analyze the representation and trade-offs among various forms of digital information.|| Computational Thinking || Not Yet | ||
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| Describe how various types of data are stored in a computer system.|| Computational Thinking || | | Describe how various types of data are stored in a computer system.|| Computational Thinking || Not Yet | ||
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| Use modeling and simulation to represent and understand natural phenomena.|| Computational Thinking || | | Use modeling and simulation to represent and understand natural phenomena.|| Computational Thinking || Not Yet | ||
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| Discuss the value of abstraction to manage problem complexity.|| Computational Thinking || | | Discuss the value of abstraction to manage problem complexity.|| Computational Thinking || Not Yet | ||
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| Describe the concept of parallel processing as a strategy to solve large problems.|| Computational Thinking || | | Describe the concept of parallel processing as a strategy to solve large problems.|| Computational Thinking || Not Yet | ||
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| Describe how computation shares features with art and music by translating human intention into an artifact.|| Computational Thinking || | | Describe how computation shares features with art and music by translating human intention into an artifact.|| Computational Thinking || Not Yet | ||
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Revision as of 12:07, 1 April 2016
These are the standards for High School course, Exploring Computer Science. We track which standards we have covered here, only for the 2015-2016 school year.
| Standard | Category | Covered 15-16 school year? |
|---|---|---|
| Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts. | Computational Thinking | Not Yet |
| Describe a software development process used to solve software problems (e.g., design, coding, testing, verification). | Computational Thinking | Not Yet |
| Explain how sequence, selection, iteration, and recursion are building blocks of algorithms. | Computational Thinking | Not Yet |
| Compare techniques for analyzing massive data collections. | Computational Thinking | Not Yet |
| Describe the relationship between binary and hexadecimal representations. | Computational Thinking | Not Yet |
| Analyze the representation and trade-offs among various forms of digital information. | Computational Thinking | Not Yet |
| Describe how various types of data are stored in a computer system. | Computational Thinking | Not Yet |
| Use modeling and simulation to represent and understand natural phenomena. | Computational Thinking | Not Yet |
| Discuss the value of abstraction to manage problem complexity. | Computational Thinking | Not Yet |
| Describe the concept of parallel processing as a strategy to solve large problems. | Computational Thinking | Not Yet |
| Describe how computation shares features with art and music by translating human intention into an artifact. | Computational Thinking | Not Yet |