Strand: Data and Information Content Cluster 4: Students will analyze and interpret data through the use of computing devices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS LEVELS. Level 1 Level 2 Level 3 Level 4 CSL1.4.1 This standard is not specifically required until Level 2 CSL2.4.1 Analyze the degree to which a computer model accurately represents an actual situation (e.g., Conway’s Game of Life, population growth, predator-prey) CSL3.4.1 Critique techniques for creating models, simulations, and generating random numbers to be used for data analysis CSL4.4.1 Create various models and simulations as predictors for probabilistic scenarios (e.g., flip a coin, random walker, roll a die) and/or real-world scenarios (e.g., city population, predator-prey) CSL1.4.2 Examine the ability of computing technology to create and process Big Data CSL2.4.2 Determine an visual representation for given data CSL3.4.2 Compare and contrast multiple visual representation tools for given data CSL4.4.2 Continuation of this standard is not specifically included or excluded NOTE for CSL1.4.2 through CSL4.4.2: Visual representation tools may include, but are not limited to, spreadsheets, Google Analytics, Python libraries, and other programming language libraries. CSL1.4.3 This standard is not specifically required until Level 2 CSL2.4.3 Implement algorithms to perform data analysis (e.g., longest string, maximum, mean, minimum, range) CSL3.4.3 Continuation of this standard is not specifically included or excluded CSL4.4.3 Continuation of this standard is not specifically included or excluded
Strand: Algorithms and Programs Content Cluster 5: Students will create, evaluate, and modify algorithms. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS LEVELS. Level 1 Level 2 Level 3 Level 4 CSL1.5.1 Construct and evaluate simple expressions using relational and logical operators CSL2.5.1 Construct and evaluate compound expressions using relational and logical operators CSL3.5.1 Continuation of this standard is not specifically included or excluded CSL4.5.1 Continuation of this standard is not specifically included or excluded CSL1.5.2 Design and implement algorithms that use sequence and selection including nested ifs (e.g., if, if/else, if/else if, switch-case) CSL2.5.2 Design and implement algorithms that use sequence, selection, and iteration including nested loops (e.g., for, for each, while, do while) CSL3.5.2 Design and implement algorithms that use sequence, selection, iteration and recursion CSL4.5.2 Continuation of this standard is not specifically included or excluded CSL1.5.3 Illustrate the flow of execution of a program including branching and looping CSL2.5.3 Illustrate the flow of execution of an increasingly complex program including branching and looping CSL3.5.3 Critically analyze classic search and sort algorithms in different contexts, adapting as appropriate CSL4.5.3 Continuation of this standard is not specifically included or excluded CSL1.5.4 Evaluate the qualities of algorithms CSL2.5.4 Evaluate the qualities of algorithms CSL3.5.4 Evaluate the qualities of algorithms CSL4.5.4 Evaluate the qualities of algorithms NOTE for CSL1.5.4 through CSL4.5.4: Evaluation tools can include, but are not limited to, a code review and test cases. Qualities can include correctness, usability, readability, efficiency, portability, and scalability. CSL1.5.5 Utilize a systematic approach to detect structural and logic errors CSL2.5.5 Utilize a systematic approach to detect structural and logic errors CSL3.5.5 Utilize a systematic approach to detect structural and logic errors CSL4.5.5 Utilize a systematic approach to detect structural and logic errors
Strand: Computers and Communications Content Cluster 7: Students will analyze the utilization of computers. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS LEVELS. Level 1 Level 2 Level 3 Level 4 CSL1.7.1 This standard is not specifically required until Level 2 CSL2.7.1 Characterize how software and/or hardware is used in industry (e.g., business, government, medical, military, sports) CSL3.7.1 Continuation of this standard is not specifically included or excluded CSL4.7.1 Utilize software and/or hardware to solve various industry-based problems CSL1.7.2 Identify desired technical and soft skills (e.g., collaboration, communication, problem solving, teamwork) that can be enhanced by computer science CSL2.7.2 Discuss technical and soft skills honed by computer science CSL3.7.2 Demonstrate technical and soft skills honed by computer science CSL4.7.2 Demonstrate technical and soft skills honed by computer science CSL1.7.3 Discuss diverse careers that are influenced by computer science and its availability to all regardless of background CSL2.7.3 Analyze a historical timeline of computers and technology CSL3.7.3 Explore advancing and emerging technologies (e.g., Artificially Intelligent Agents, Robotics, Internet of Things [IoT]) CSL4.7.3 Explain how cutting-edge technology may affect the way business is conducted in the future (e.g., eCommerce, entrepreneurship, payment methods, business responsibilities)
Strand: Computers and Communications Content Cluster 8: Students will analyze resilient, reliable, and adaptable communication methods and systems used to transmit information among computing devices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS LEVELS. Level 1 Level 2 Level 3 Level 4 CSL1.8.1 Utilize networks to perform tasks CSL2.8.1 Utilize networks to perform tasks CSL3.8.1 Utilize networks to perform tasks CSL4.8.1 Utilize networks to perform tasks CSL1.8.2 Discuss the role of internet service providers (ISP) in providing connectivity CSL2.8.2 Discuss the hierarchical nature of networks, subnetworks, and the Internet CSL3.8.2 Analyze how the nature of networks allow for a continual increase in the number of devices CSL4.8.2 Research projects that utilize the power created through the networking of computers to solve problems CSL1.8.3 Compare and contrast local area networks (LAN) and wide area networks (WAN) CSL2.8.3 Identify various common topologies utilized in network implementations CSL3.8.3 Analyze the tradeoffs of implementing various common topologies CSL4.8.3 Analyze the tradeoffs of implementing increasingly complex topologies CSL1.8.4 This standard is not specifically required until Level 2 CSL2.8.4 Identify digital and physical methods used to secure networks CSL3.8.4 Discuss digital and physical methods used to secure networks CSL4.8.4 Design a practical, efficient, and secure network solution (e.g., small office network) CSL1.8.5 Identify common network protocols (e.g., DNS, HTTP/HTTPS, SMTP/POP/IMAP, Telnet/SSH) CSL2.8.5 Compare and contrast common network protocols (e.g., DNS, HTTP/HTTPS, SMTP/POP/IMAP, Telnet/SSH) CSL3.8.5 Analyze the Open Systems Interconnect (OSI) Model layers 1-7 CSL4.8.5 Map network operations to the OSI Model
Tommy Gober – Cyber Innovation Center Linda Riley – Wonderview School District Joel Gordon – Arkansas Regional Innovation Hub Nicholas Seward – Arkansas School for Mathematics, Sciences, and the Arts Marilyn Harris – Virtual Arkansas Tom Simmons – El Dorado Public Schools Andy Hostetler – Jonesboro Public Schools Dustin Summey – Virtual Arkansas Tim Johnston – Arkansas Department of Career Education Travis Taylor – Little Rock School District Linda Joplin – Fort Smith Public Schools Karma Turner – Lake Hamilton School District The following people contributed to the development of the Robotics Levels 3 and 4 Appendix: Dametra Conway – Texarkana School District Anthony Meeker – Hope School District Kelly Griffin – Southeast Arkansas Education Cooperative Anthony Owen – Arkansas Department of Education Tim Johnston – Arkansas Department of Career Education Jigish Patel – Northwest Arkansas Education Cooperative Sandra Leiterman – University of Arkansas at Little Rock Jerry Prince – EAST Initiative Chris Lynch – Arkansas Department of Career Education Claire Small – Springdale School District Blake Matthews – Bentonville School District