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Standards Mapping

for South Carolina Computer Programming 1 with Python

86

Standards in this Framework

86

Standards Mapped

100%

Mapped to Course

Standard Lessons
A.1
Review school safety policies and procedures.
  1. 11.1 School and Classroom Safety
A.2
Review classroom safety rules and procedures.
  1. 11.1 School and Classroom Safety
A.3
Review safety procedures for using equipment in the classroom.
  1. 11.1 School and Classroom Safety
A.4
Identify major causes of work-related accidents in office environments.
  1. 11.2 Workplace Safety
A.5
Demonstrate safety skills in an office/work environment.
  1. 11.3 Skills for the 21st Century
B.1
Identify the purpose and goals of a Career and Technology Student Organization (CTSO).
  1. 11.4 Computer Science Careers
B.2
Explain how CTSOs are integral parts of specific clusters, majors, and/or courses.
  1. 11.4 Computer Science Careers
B.3
Explain the benefits and responsibilities of being a member of a CTSO.
  1. 11.4 Computer Science Careers
B.4
List leadership opportunities that are available to students through participation in CTSO conferences, competitions, community service, philanthropy, and other activities.
  1. 11.4 Computer Science Careers
B.5
Explain how participation in CTSOs can promote lifelong benefits in other professional and civic organizations.
  1. 11.4 Computer Science Careers
C.1
Demonstrate proficiency and skills associated with the use of technologies that are common to a specific occupation.
  1. 5.1 Project: Mad Libs
  2. 9.4 Project Prep and Development
  3. 10.6 Data Visualizations
C.2
Identify proper netiquette when using e-mail, social media, and other technologies for communication purposes.
  1. 1.1 Digital Footprint and Reputation
  2. 1.3 Internet Safety
  3. 1.6 Cyber Ethics and Laws
C.3
Identify potential abuse and unethical uses of laptops, tablets, computers, and/or networks.
  1. 1.4 Privacy & Security
  2. 1.6 Cyber Ethics and Laws
C.4
Explain the consequences of social, illegal, and unethical uses of technology (e.g., piracy; illegal downloading; cyberbullying; licensing infringement; inappropriate uses of software, hardware, and mobile devices in the work environment).
  1. 1.2 Cyberbullying
  2. 1.5 Information Literacy
  3. 1.6 Cyber Ethics and Laws
C.5
Discuss legal issues and the terms of use related to copyright laws, Creative Commons, fair use laws, and ethics pertaining to downloading of images, photographs, Creative Commons, documents, video, sounds, music, trademarks, and other elements for personal use.
  1. 1.6 Cyber Ethics and Laws
C.6
Describe ethical and legal practices of safeguarding the confidentiality of business-related information.
  1. 1.4 Privacy & Security
  2. 1.6 Cyber Ethics and Laws
C.7
Describe possible threats to a laptop, tablet, computer, and/or network and methods of avoiding attacks.
  1. 1.4 Privacy & Security
D.1
Demonstrate creativity and innovation.
  1. 11.4 Computer Science Careers
D.2
Demonstrate critical thinking and problem-solving skills.
  1. 11.4 Computer Science Careers
D.3
Demonstrate initiative and self-direction.
  1. 11.4 Computer Science Careers
D.4
Demonstrate integrity.
  1. 11.4 Computer Science Careers
D.5
Demonstrate work ethic.
  1. 11.4 Computer Science Careers
D.6
Demonstrate conflict resolution skills.
  1. 11.4 Computer Science Careers
D.7
Demonstrate listening and speaking skills.
  1. 11.4 Computer Science Careers
D.8
Demonstrate respect for diversity.
  1. 11.4 Computer Science Careers
D.9
Demonstrate customer service orientation.
  1. 11.4 Computer Science Careers
D.10
Demonstrate teamwork.
  1. 11.4 Computer Science Careers
E.1
Demonstrate global or “big picture” thinking.
  1. 11.4 Computer Science Careers
E.2
Demonstrate career and life management skills and goal-making.
  1. 11.4 Computer Science Careers
E.3
Demonstrate continuous learning and adaptability skills to changing job requirements.
  1. 11.3 Skills for the 21st Century
E.4
Demonstrate time and resource management skills.
  1. 11.3 Skills for the 21st Century
E.5
Demonstrates information literacy skills.
  1. 1.5 Information Literacy
E.6
Demonstrates information security skills.
  1. 1.4 Privacy & Security
E.7
Demonstrates information technology skills.
  1. 3.1 Introduction to Programming With Karel
  2. 4.1 Printing in Python
  3. 5.1 Project: Mad Libs
  4. 6.1 Booleans
  5. 7.1 While Loops
  6. 8.1 Functions
E.8
Demonstrates knowledge and use of job-specific tools and technologies.
  1. 11.3 Skills for the 21st Century
E.9
Demonstrate job-specific mathematics skills.
  1. 4.4 Mathematical Operators
  2. 11.3 Skills for the 21st Century
E.10
Demonstrates professionalism in the workplace.
  1. 11.2 Workplace Safety
  2. 11.3 Skills for the 21st Century
E.11
Demonstrates reading and writing skills.
  1. 1.5 Information Literacy
E.12
Demonstrates workplace safety.
  1. 11.2 Workplace Safety
F.1
Describe the hardware requirements needed to run operational systems and systems software. (ex. application software, database management, networking software, etc.).
  1. 2.1 Internal Components
  2. 2.4 Software and Applications
F.2
Compare and contrast the elements of a computing system by examining hardware elements for their intended use (e.g., input-output (I/O) devices, random access memory (RAM), read only memory (ROM), storage devices, motherboards, and processors including the arithmetic logic unit (ALU), control unit, registers, cache memory, example implementations of some of these components using logic gates) (Virginia, 2017).
  1. 2.1 Internal Components
  2. 2.2 Peripheral Devices
  3. 2.3 Storage Options
F.3
Describe the various data storage tools and data organization methods.
  1. 2.3 Storage Options
F.4
Research computing solutions to problems in different countries, considering the personal, ethical, social, economic, and cultural impact (e.g., the use of drones to deliver blood and medical supplies in countries in Africa, the use of Uber in India to address traffic congestion).
  1. 2.5 The Impact of Computing Solutions in Developing Countries
G.1.1
Document steps in the design process.
  1. 9.1 Intro to Design Thinking
G.1.2
Develop an algorithm for a program using a design tool (e.g., pseudocode, flowcharts, human-language algorithm, etc.).
  1. 3.15 Algorithms
  2. 9.2 Prototype
G.1.3
Construct data flows based on program requirements.
  1. 9.1 Intro to Design Thinking
G.1.4
Utilize version control as a part of the design process to document revisions in an iterative development cycle.
  1. 9.4 Project Prep and Development
G.1.5
Identify the advantages and disadvantages of diverse perspectives and backgrounds when solving computational problems.
  1. 2.5 The Impact of Computing Solutions in Developing Countries
G.1.6
Make use of standard programming control structures during algorithm design
  1. 3.15 Algorithms
G.1.7
Analyze the sequence of instructions to determine if they will accomplish a task.
  1. 3.2 More Basic Karel
G.1.8
Create algorithms to solve computational problems that have an application in the real world (e.g., local community, church, civic organization, school, home life).
  1. 3.17 Karel Challenges
G.1.9
Adapt predefined algorithms to solve computational problems.
  1. 7.4 Nested Control Structures
G.1.10
Select appropriate data types to store information used in the program.
  1. 4.2 Variables and Types
G.1.11
Demonstrate an understanding of how to collect requirements.
  1. 9.4 Project Prep and Development
G.1.12
Decompose tasks into smaller, reusable parts to facilitate the design, implementation, and review of programs.
  1. 3.5 Top Down Design and Decomposition in Karel
G.2.1
Create valid variables and constants using appropriate data types to store information used in the program.
  1. 4.2 Variables and Types
G.2.2
Determine the scope and lifetime of variables (e.g., local, global, static)
  1. 8.3 Namespaces in Functions
G.2.3
Create valid variables and constants using appropriate scope (e.g., local, global, static).
  1. 8.3 Namespaces in Functions
G.2.4
Describe the properties of a data set that could be used to explore a real world phenomenon or support a claim.
  1. 10.4 Data Cleaning
  2. 10.5 Sort and Filter
G.2.5
Compare and contrast data sets that could be used to explore a real-world phenomenon or support a claim.
  1. 10.1 What is Data Science?
G.2.6
Create data sets that could be used to explore a real world phenomenon or support a claim.
  1. 10.7 Pivot Tables
  2. 10.8 Statistical Measures
G.2.7
Organize collected data to communicate the solution to a real-world phenomenon and support a claim
  1. 10.5 Sort and Filter
  2. 10.7 Pivot Tables
G.3.1
Summarize the differences of Sequential Programming and Event Driven Programming.
  1. 4.3 User Input
G.3.2
Develop an interactive program that includes features to get input and provide feedback/information (e.g., alerts, messages, input boxes).
  1. 4.3 User Input
  2. 5.1 Project: Mad Libs
G.3.3
Develop a program that correctly utilizes conditionals (if, else if, else, switch) to produce multiple outcomes based on input given from a user.
  1. 6.2 If Statements
  2. 6.3 Comparison Operators
  3. 6.4 Logical Operators
G.3.4
Develop a program that correctly utilizes the different Control structures (e.g., Sequence logic, Selection logic, iteration Logic) to basically analyze and choose in which direction a program flows based on certain parameters and conditions.
  1. 3.13 Control Structures Example
  2. 6.2 If Statements
  3. 7.1 While Loops
  4. 7.2 For Loops
G.3.5
Develop a program that correctly utilizes Loops to produce multiple outcomes based on input given from a user.
  1. 7.1 While Loops
  2. 7.2 For Loops
  3. 7.3 Break and Continue
  4. 7.4 Nested Control Structures
G.3.6
Trace the flow of execution of a program that uses a combination of control structures (e.g., conditionals, loops, event handlers, recursion).
  1. 6.2 If Statements
  2. 7.1 While Loops
G.3.7
Design and iteratively develop programs that combine control structures (e.g., conditionals, loops, event handlers, recursion).
  1. 3.13 Control Structures Example
  2. 7.4 Nested Control Structures
G.3.8
Trace the flow of execution of a program that uses a variety of programming constructs (e.g., procedures, modules, objects).
  1. 8.4 Functions and Return Values
G.3.9
Design a solution through systematic analysis using programming constructs (e.g., procedures, modules, objects).
  1. 8.1 Functions
  2. 8.2 Functions and Parameters
  3. 8.4 Functions and Return Values
G.3.10
Explain different decision structures that control program flow.
  1. 3.13 Control Structures Example
  2. 3.15 Algorithms
G.3.11
Select from different looping/iteration structures that control program flow.
  1. 3.13 Control Structures Example
G.4.1a
Review the program.
  1. 5.1 Project: Mad Libs
G.4.1b
Build the program.
  1. 5.1 Project: Mad Libs
G.4.1c
Execute the program to test the logical validity of an application program given appropriate data
  1. 5.1 Project: Mad Libs
G.4.1d
Identify values of variables at different points in the flow of execution.
  1. 5.1 Project: Mad Libs
G.4.1e
Debug the program for errors (e.g., syntax and build errors).
  1. 3.14 Debugging Strategies
  2. 5.1 Project: Mad Libs
G.4.2a
Develop a test strategy.
  1. 8.6 Testing Your Programs
  2. 9.3 Test
G.4.2b
Create a test plan.
  1. 8.6 Testing Your Programs
  2. 9.3 Test
G.4.2c
Design a test suite of conditions to evaluate best and worst cases of a program.
  1. 8.6 Testing Your Programs
G.4.2d
Identify the difference between a test case and test script.
  1. 8.6 Testing Your Programs
G.4.2e
Create a test script.
  1. 8.6 Testing Your Programs
G.4.2f
Demonstrate the ability to debug the program for errors (e.g., run-time/exception, logic/semantic).
  1. 3.14 Debugging Strategies
G.4.3
Develop code to solve the smaller parts of a decomposed task that can be reused to solve similar problems (e.g., procedures, functions, objects).
  1. 3.5 Top Down Design and Decomposition in Karel
G.4.4
Seek and incorporate feedback to refine a solution (e.g., users, team members, code review, teachers).
  1. 9.3 Test