| CSCS.Y1.1.1 |
Leverage problem-solving strategies to solve problems of level-appropriate complexity |
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| CSCS.Y1.1.2 |
Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity |
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| CSCS.Y1.1.3 |
Analyze and utilize collaborative methods in problem solving of level-appropriate complexity |
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| CSCS.Y1.1.4 |
Analyze and utilize level-appropriate troubleshooting strategies for hardware and software |
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| CSCS.Y1.2.1 |
Interpret relational and logical expressions of level-appropriate complexity using comparison and Boolean operators |
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| CSCS.Y1.2.2 |
Classify the types of information that can be stored as variables and analyze the appropriateness of each (e.g., Booleans, characters, integers, floating points, strings) |
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| CSCS.Y1.2.3 |
Analyze how computer science concepts relate to the field of mathematics |
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| CSCS.Y1.2.4 |
Discuss and apply concepts of abstraction |
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| CSCS.Y1.2.5 |
Perform operations of level-appropriate complexity with binary, decimal, and hexadecimal numbers |
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| CSCS.Y1.2.6 |
Demonstrate operator precedence in expressions and statements |
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| CSCS.Y1.3.1 |
Define, store, access, and manipulate level-appropriate data (e.g., primitive, linear) |
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| CSCS.Y1.3.2 |
Define and discuss different examples of level-appropriate quantitative and qualitative data |
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| CSCS.Y1.3.4 |
Analyze, utilize, and visually represent level-appropriate data |
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| CSCS.Y1.3.5 |
Perform level-appropriate data analysis using computing tool |
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| CSCS.Y1.4.1 |
Identify the five pillars of cybersecurity and evaluate the relevance of each pillar to computer science concepts |
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| CSCS.Y1.4.2 |
Research and describe different roles within the hacking community (e.g., white hat, black hat, gray hat hacking), including positive and negative motivations, significant impacts, and social stereotypes |
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| CSCS.Y1.4.3 |
Research and describe the impacts of ransomware, trojans, viruses, and other malware |
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| CSCS.Y1.4.4 |
Explain implications related to identification and responsible reporting of a vulnerability versus exploitation |
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| CSCS.Y1.5.1 |
Design and implement level-appropriate algorithms that use iteration, selection, and sequence |
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| CSCS.Y1.5.2 |
Illustrate the flow of execution of algorithms in level-appropriate programs including branching and looping |
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| CSCS.Y1.5.3 |
Evaluate the qualities of level-appropriate student-created and non-student-created algorithms |
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| CSCS.Y1.5.4 |
Use a systematic approach to detect and resolve errors in a given algorithm |
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| CSCS.Y1.6.1 |
Create programs using procedures to solve problems of level-appropriate complexity |
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| CSCS.Y1.6.2 |
Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace) |
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| CSCS.Y1.6.3 |
Determine the scope and state of variables declared in procedures and control structures over time |
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| CSCS.Y1.6.4 |
Create programs of level-appropriate complexity that read from standard input, write to standard output, read from a file, write to a file, and append to a file |
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| CSCS.Y1.6.5 |
Use a systematic approach to detect logic, runtime, and syntax errors within a program |
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| CSCS.Y1.7.1 |
Identify hardware and software specific to carrying out the mission of regional industries |
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| CSCS.Y1.7.2 |
Research advancing and emerging technologies (e.g., artificially intelligent agents, blockchain, extended reality, Internet of Things (IoT), machine learning, robotics) |
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| CSCS.Y1.8.1 |
Utilize the command line to accomplish common network troubleshooting tasks at an introductory level |
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| CSCS.Y1.8.2 |
Research and describe common networking concepts at an introductory level |
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| CSCS.Y1.8.3 |
Research and describe modems, network interface cards, routers (e.g., consumer, industrial), switches, and wireless access points, and identify their purposes within a network |
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| CSCS.Y1.8.4 |
Describe the importance of creating and using common rules for communication and the utilization of common network protocols including the relationship between client and server |
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| CSCS.Y1.9.1 |
Compare and contrast computer programming paradigms (e.g., functional, imperative, object-oriented) |
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| CSCS.Y1.9.2 |
Research, describe, and utilize at an appropriate level: debugging strategies; integrated development environments (IDE); source-code editors; version control strategies |
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| CSCS.Y1.9.3 |
Classify layers of software (e.g., applications, drivers, firmware, operating systems) utilized within various platforms (e.g., Android, ChromeOS, iOS, Linux, macOS, Windows) |
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| CSCS.Y1.9.4 |
Identify and describe the purpose of hardware components within various personal computing platforms |
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| CSCS.Y1.10.1 |
Research and describe the risks and risk mitigation strategies associated with the utilization and implementation of social media and other digital technology implications |
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| CSCS.Y1.10.3 |
Research and describe the potential benefits associated with the utilization and implementation of social media and other digital technologies |
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| CSCS.Y1.10.4 |
Research and describe the relationship between access and security (e.g., active and passive data, convenience, data mining, digital marketing, online wallets, privacy, theft of personal information) |
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| CSCS.Y1.10.6 |
Research the history of computing devices and their impact on society |
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| CSCS.Y1.10.7 |
Research and identify diverse careers and career opportunities (e.g., accessibility, availability, demand) that are influenced by computer science and the technical and soft skills needed for each |
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| CSCS.Y1.11.1 |
Communicate basic technical information effectively to diverse audiences including, but not limited to, non-technical audience members |
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| CSCS.Y1.11.2 |
Describe and utilize the concepts of storytelling with data |
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| CSCS.Y1.11.3 |
Describe the following common types of data bias:; confirmation bias; confounding variables; outliers; overfitting/underfitting; selection bias |
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| CSCS.Y1.11.4 |
Compare and contrast causation and correlation |
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| CSCS.Y1.11.5 |
Compare and contrast interpreting data, inferring using data, and implicating with data |
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