Computer Science Principles

Introduction to computer science principles

Course Description: How can computing change the world? What is
computer science? Engage your creativity. Demonstrate and build
your problem-solving ability all while connecting the relevance
of computer science to society! Computer Science (CS) Principles
is an intellectually rich and engaging course that is focused on
building a solid understanding and foundation in computer
science. This course emphasizes the content, practices, thinking
and skills central to the discipline of computer science. Through
both its content and pedagogy, this course aims to appeal to a
broad audience. The focus of this course will fall into these
computational thinking practices: connecting computing,
developing computational artifacts, abstracting, analyzing
problems and artifacts, communicating, and collaborating.

Introduction to computer science principles

Various forms of technologies will be used to expose
students to resources and application of computer science.
Professional communication skills and practices,
problem-solving, ethical and legal issues, and the impact of
effective presentation skills are enhanced in this course to
prepare students to be college and career ready.
Employability skills are integrated into activities, tasks,
and projects throughout the course standards to demonstrate
the skills required by business and industry. Competencies
in the co-curricular student organizations are integral
components of both the employability skills standards and
content standards for this course.

Introduction to computer science principles

Computer Science Principles is the second course in the
Programming, Game Design, Internet of Things, Web
Development, Cloud Computing, and Computer Science pathways
in the Information Technology Cluster. Students enrolled in
this course should have successfully completed Introduction
to Software Technology.

Course standard 1

IT-CSP-1 The following standard is included in all CTAE
courses adopted for the Career Cluster/Pathways. Teachers
should incorporate the elements of this standard into lesson
plans during the course. The topics listed for each element
of the standard may be addressed in differentiated
instruction matching the content of each course. These
elements may also be addressed with specific lessons from a
variety of resources. This content is not to be treated as a
unit or separate body of knowledge but rather integrated
into class activities as applications of the concept.

Course standard 2

IT-CSP-2 Create digital artifacts that foster creative expression including programs, digital
music, videos, images, documents, and combinations of these such as infographics, presentations,
and web pages.

2.1 Understand and use software tools by combining and modifying existing artifacts or by
creating new artifacts.

2.2 Collaborate as a team to develop an artifact that represents multiple perspectives.

2.3 Show functionality and suitability (or appropriateness) of a computational artifact. 2.4
Develop a program for creative expression or to satisfy personal curiosity which may have
visual, audible, or tactile results. Upload to online career portfolio.

2.5 Develop a program specifically with the goal of solving a problem, creating new
knowledge, or helping people, organizations, or society. Upload to online career portfolio.

Course standard 2

2.6 Focus on code readability by exchanging code with
other students and seeking input.

2.7 Use computing tools and techniques for creative
expression.

Course standard 3

IT-CSP-3 Apply abstractions in digital data to explain how bits are grouped to
represent higherlevel abstractions, such as numbers and characters.

3.1 Model how a combination of abstractions built upon binary sequences
can be used to represent all digital data.

3.2 Understand levels of all digital data representation (bits, bytes,
kilobyte, megabyte, etc.).

3.3 Demonstrate appropriate use of data structures, simple files, indexed
files, and databases (relational and noSQL).

3.4 Show multiple levels of abstraction used in computation.

3.5 Describe how software is built using low- and high-level abstractions.

Course standard 3

3.6 Explain how binary data is processed using physical
layers of computing hardware, including gates, chips, and
components.

3.7 Compare and contrast past, current, and trending
programming languages, from low to high levels, used in
developing software.

3.8 Demonstrate skills and knowledge that models different
levels of abstraction to represent phenomena.

Course standard 4

IT-CSP-4 Design and create computer programs to process and extract information to
gain insight and knowledge.

4.1 Collaborate to develop hypotheses and questions, and testing hypotheses to
answer questions about data to gain insight and knowledge.

4.2 Present insight and knowledge gained from data using visualizations, notation,
and precise language.

4.3 Define use of scalability of systems and analytical approaches as they are
used in large data sets.

4.4 Understand how models and simulations use abstraction to raise and answer
questions.

4.5 Provide examples and explanations of how society uses models and simulations
to generate new understanding of knowledge.

Course standard 4

4.6 Use computing tools to discover a connection in
information by computing facilities and cloud hosting
environments.

4.7 Explain how computational manipulations of information
require consideration of representation, storage, security,
and transmission.

4.8 Debate the trade-offs in representing information as
digital data versus analog data.

4.9 Justify the format of data storage based upon the
principles of many formats of storage, size, and intended use
of computationally manipulated data.

Course standard 5

IT-CSP-5 Develop, express, implement, and analyze algorithms analytically and empirically.

5.1 Develop an algorithm designed to be implemented to run on a computer. Upload to online
career portfolio.

5.2 Explain the building blocks of algorithms: sequencing, selection, iteration, and
recursion.

5.3 Express an algorithm in a spoken language (English) and then in a coding language.
Upload to online career portfolio.

5.4 Describe the purpose and output variances of each type of language including natural
language, pseudo code, and visual and textual programming languages.

5.5 Connect problems to potential algorithmic solutions and explain an example of problems
that cannot be solved using algorithms.

5.6 Evaluate algorithms analytically and empirically.

Course standard 6

IT-CSP-6 Create programs that translate human intention into computational
artifacts including music, images, visualizations, and more while exploring
the concepts, techniques and development used in writing programs.

6.1 Explain how programs implement algorithms.

6.2 Use abstraction to manage complexity in programs.

6.3 Evaluate, justify, and explain a program for correctness, i.e.,
program style affecting the determination of program correctness.

6.4 Test, locate and correct errors in a program.

6.5 Develop a correct program. Upload to online career portfolio.

6.6 Collaborate to solve a problem using programming.

Course standard 7

IT-CSP-7 Gain insight into the operation of the Internet, study
characteristics of the Internet and systems built upon it, and analyze
important concerns, such as cybersecurity.

7.1 Explain the abstractions on the Internet and how the Internet
functions.

7.2 Explain characteristics of the Internet and the interconnected
systems which make up the Internet.

7.3 Analyze how characteristics of the Internet and the systems it
connects influence use.

7.4 Connect the concern of cybersecurity with the Internet and its
interconnected systems.

Course standard 8

IT-CSP-8 Develop a logical argument from the many ways in which
computing enables innovation and our methods for communicating,
collaborating, problem solving, and doing business, and analyze the
potential benefits and harmful effects of computing in the way people
think, work, live, and play.

8.1 Analyze how computing affects communication, interaction, and
cognition.

8.2 Connect computing with innovations in other fields.

8.3 Analyze the beneficial and harmful effects of computing.

8.4 Connect computing within economic, social, and cultural
contexts.

Course standard 9

IT-CSP-9 Review and update personal online career portfolio.

9.1 Review and update résumé to reflect new knowledge and skills mastery and
additional work experience.

9.2 Compose an additional cover letter seeking employment for a position
representative of new skills, knowledge, and work experience.

9.3 Replace outdated transcripts to reflect current courses successfully
completed.

9.4 Review and revise existing artifacts to bring them up to date with new skills
mastered, as necessary.

9.5 Identify and upload additional industry-appropriate artifacts reflective of
mastered skills throughout this course. Write and include a reflective entry for
each artifact discussing steps taken, problems encountered and how they were
overcome, and other pertinent information about the learning.

Course standard 10

IT-CSP-10 Explore how related student organizations are integral parts of career and
technology education courses through leadership development, school and community
service projects, entrepreneurship development, and competitive events.

10.1 Explain the goals, mission, and objectives of Future Business Leaders of America
(FBLA) and/or Technology Student Association (TSA) and/or SkillsUSA.

10.2 Explore the impact and opportunities a student organization (FBLA, TSA,
SkillsUSA) can develop to bring business and education together in a positive working
relationship through innovative leadership and career development programs.

10.3 Explore the local, state, and national opportunities available to students
through participation in related student organizations (FBLA, TSA, SkillsUSA)
including but not limited to conferences, competitions, community service,
philanthropy, and other student organization activities.

Course standard 10

10.4 Explain how participation in career and technology
education student organizations can promote lifelong
responsibility for community service and professional
development.

10.5 Explore the competitive events related to the content
of this course and the required competencies, skills, and
knowledge for each related event for individual, team, and
chapter competitions.