Standards in this Framework
| Standard | Description |
|---|---|
| 7-8.CT.1 | Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results. |
| 7-8.CT.10 | Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences. |
| 7-8.CT.2 | Collect and use digital data in a computational artifact. |
| 7-8.CT.3 | Refine and visualize a data set in order to persuade an audience. |
| 7-8.CT.4 | Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task. |
| 7-8.CT.5 | Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences. |
| 7-8.CT.6 | Design, compare and refine algorithms for a specific task or within a program. |
| 7-8.CT.7 | Design or remix a program that uses a variable to maintain the current value of a key piece of information. |
| 7-8.CT.8 | Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem. |
| 7-8.CT.9 | Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging. |
| 7-8.CY.1 | Determine the types of personal information and digital resources that an individual may have access to that needs to be protected. |
| 7-8.CY.2 | Describe physical, digital, and behavioral safeguards that can be employed in different situations. |
| 7-8.CY.3 | Describe trade-offs of implementing specific security safeguards. |
| 7-8.CY.4 | Describe the limitations of cryptographic methods. |
| 7-8.CY.5 | Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly. |
| 7-8.DL.1 | Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy. |
| 7-8.DL.2 | Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product. |
| 7-8.DL.3 | Compare types of search tools, choose a search tool for effectiveness and efficiency, and evaluate the quality of search tools based on returned results. |
| 7-8.DL.4 | Select and use digital tools to create, revise, and publish digital artifacts. |
| 7-8.DL.5 | Transfer knowledge of technology in order to explore new technologies. |
| 7-8.DL.6 | Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy. |
| 7-8.DL.7 | Describe safe, appropriate, positive, and responsible online behavior and identify strategies to combat negative online behavior. |
| 7-8.IC.1 | Compare and contrast tradeoffs associated with computing technologies that affect individuals and society. |
| 7-8.IC.2 | Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information. |
| 7-8.IC.3 | Identify and discuss issues of ethics surrounding computing technologies and current events. |
| 7-8.IC.4 | Identify and discuss issues related to the collection and use of public and private data. |
| 7-8.IC.5 | Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals. |
| 7-8.IC.6 | Assess the accessibility of a computing device or software application in terms of user needs. |
| 7-8.IC.7 | Explore a range of computer sciencerelated career paths. |
| 7-8.NSD.1 | Design a user interface for a computing technology that considers usability, accessibility, and desirability. |
| 7-8.NSD.2 | Design a project that combines hardware and software components. |
| 7-8.NSD.3 | Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide. |
| 7-8.NSD.4 | Design a protocol for transmitting data through a multi-point network. |
| 7-8.NSD.5 | Summarize how remote data is stored and accessed in a network. |
