High School Science Arkansas Standards

Cosmology

Stellar Evolution

Electromagnetic Radiation and Matter

The Earth-Moon-Sun System

Formation of the Solar System

Gravitation

Early History of Astronomy

Observational Astronomy

Develop a model using observational evidence that accounts for patterns in the diurnal, seasonal, and annual movements of objects on the celestial sphere.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Obtain, evaluate, and communicate information gathered from observational evidence, maps, and charts to demonstrate an understanding of the ecliptic patterns, magnitudes, and colors of stars, and the dynamic locations of constellations, asterisms, and planets.

Communicate scientific ideas about the way stars, over their lifecycle, produce elements.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.

Engage in arguments from evidence about how the development of astronomy in the pre-telescopic age laid the groundwork for modern astronomy.

Construct explanations of how the telescope impacted the evolution of solar system models from geocentric to heliocentric.

Use mathematics and computational thinking to demonstrate rotationally dynamic systems and how these structures scale from solar systems to galaxies to bound galactic clusters.

Construct an explanation of how gravitational forces are influenced by mass, density, and radius and how these forces impact the evolution of planetary structure, surfaces, atmospheres, and rings.

Analyze and interpret data to describe how nebular theory and gravitational collapse result in star and solar system formation with distinct regions characterized by different types of planetary and other bodies.

Obtain, evaluate, and communicate information about patterns of size and scale of the solar system, our galaxy, and the universe.

Ask questions about relationships among the Earth, Moon, and sun to clarify the patterns of orbital positions that produce lunar phases and eclipses.

Plan and carry out investigations to demonstrate how relative orbital positions of the Earth, Moon, and sun influence energy and matter flow into and out of a system to create tides and seasons, orbital angles between Earth, Moon, and sun create these effects.

Plan and carry out investigations to demonstrate the dual nature of light as a wave and particle that transmits energy and information about the nature and motion of the matter that emitted it.

Construct an explanation of how a star's initial mass uniquely determines the conditions that affect stability and factors that control rates of change over its lifetime.

Construct an argument from evidence that the formation of galactic structures depends on a spherical dark matter halo that surrounds a galaxy and supermassive black holes at the center of the galaxy.

Design a solution to a complex real world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Develop a model based on evidence to illustrate the lifespan of the sun and the role of nuclear fusion in the sun's core to release energy in the form of radiation.

Develop a model based on evidence to illustrate the lifespan of the sun and the role of nuclear fusion in the sun's core to release energy in the form of radiation.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Develop a model based on evidence to illustrate the lifespan of the sun and the role of nuclear fusion in the sun's core to release energy in the form of radiation.

Evaluate a solution to a complex real world problem based upon prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Human Impacts on Earth's Systems

Life and Earth's Systems

Evolution by Natural Selection

Genetic Variations in Organisms

Biodiversity and Population Dynamics

Structure and Function

Cycling of Matter and Energy

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Forces

Waves

Energy Flow

Nuclear Reactions

Matter and Chemical Reactions

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.

Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Organic Chemistry

Equilibrium

Thermochemistry

Kinetics and Kinetic Molecular Theory

Reactions

Properties of Matter

Structure of Matter

Obtain, evaluate, and communicate information on the evolution of atomic models over time.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Obtain, evaluate, and communicate information using Coulomb's law to describe and predict patterns of electrostatic forces between particles.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Use mathematical representations and computational thinking to support a claim that patterns exist among the frequency, wavelength, and speed of waves.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Analyze and interpret data of absorption and emission of energy in the form of electromagnetic radiation and models of the atom.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Develop and use models to explain the differences between chemical compounds using patterns as a method for identification.

Use mathematics and computational thinking to apply Coulomb's law to determine scale, proportion, and quantity of forces between particles.

Use mathematical representations to quantify matter through the analysis of patterns in chemical compounds.

Develop and use a model of two particles interacting through electric fields to illustrate forces between particles and the changes in energy due to the interaction.

Use mathematical representations to analyze the proportion and quantity of particles in solution.

Construct an explanation of the relationship between energy and the behavior of particles.

Plan and carry out an investigation to predict the outcome of a chemical reaction based on patterns of chemical properties.

Plan and carry out investigations to examine stability and change exhibited by gas particles in a closed system.

Argue from evidence cause and effect relationships of factors influencing behavior of gas particles.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

Analyze and interpret data to explain energy (enthalpy) changes of a reaction.

Plan and conduct an investigation to calculate changes in energy within a system and/or energy flows in and out of a system.

Analyze and interpret data to explain the change in concentration of products and reactants, and the stable state achieved under reversible conditions.

Obtain and combine information to describe differences between alkanes, alkenes, and alkynes.

Obtain and combine information to describe differences between various functional groups.

Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards for Literacy in Science

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in Science

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Write arguments focused on discipline-specific content

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

No 2f at this grade level

Not applicable as a separate requirement

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards for Literacy in Science

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in Science

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Write arguments focused on discipline-specific content

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

Not applicable as a separate requirement

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research.

Weather and Climate

Human Sustainability

Earth's Systems

History of Earth

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.

Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Sustainability

Populations

Energy

Systems

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an explanation based on evidence for how the availability of natural resources, occurrences of natural hazards, and changes in climate have influenced human activity.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate evidence for the role of group behavior on individual and species' chances to survive and reproduce.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

This standard is not specifically required until Year 2

Research and describe the risks and risk mitigation strategies associated with the utilization and implementation of social media and other digital technology implications

This standard is not specifically required until Year 2

This standard is not specifically required until Year 3

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Research and describe the potential benefits associated with the utilization and implementation of social media and other digital technologies

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)

This standard is not specifically required until Year 2

Research the history of computing devices and their impact on society

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

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Communicate basic technical information effectively to diverse audiences, including but not limited to, non-technical audience members

Describe and utilize the concepts of storytelling with data

Describe the following common types of data bias:

confirmation bias

confounding variables

outliers

overfitting/underfitting

selection bias

Compare and contrast causation and correlation

Compare and contrast interpreting data, inferring using data, and implicating with data

Interpret relational and logical expressions of levelappropriate complexity using comparison and Boolean operators

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)

Analyze how computer science concepts relate to the field of mathematics

Discuss and apply concepts of abstraction

Perform operations of level-appropriate complexity with binary, decimal, and hexadecimal numbers

Demonstrate operator precedence in expressions and statements

Define, store, access, and manipulate levelappropriate data (e.g., primitive, linear)

Define and discuss different examples of levelappropriate quantitative and qualitative data

This standard is not specifically required until Year 2

Analyze, utilize, and visually represent levelappropriate data

Perform level-appropriate data analysis using computing tools

This standard is not specifically required until Year 2

Identify the five pillars of cybersecurity and evaluate the relevance of each pillar to computer science concepts

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

Research and describe the impacts of ransomware, trojans, viruses, and other malware

Explain implications related to identification and responsible reporting of a vulnerability versus exploitation

Design and implement level-appropriate algorithms that use iteration, selection, and sequence

Illustrate the flow of execution of algorithms in levelappropriate programs including branching and looping

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms

Use a systematic approach to detect and resolve errors in a given algorithm

This standard is not specifically required until Year 2

Create programs using procedures to solve problems of level-appropriate complexity

This standard is not specifically required until Year 2

Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace)

Determine the scope and state of variables declared in procedures and control structures over time

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

Use a systematic approach to detect logic, runtime, and syntax errors within a program

This standard is not specifically required until Year 3

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Identify hardware and software specific to carrying out the mission of regional industries

Research advancing and emerging technologies (e.g., artificially intelligent agents, blockchain, extended reality, Internet of Things (IoT), machine learning, robotics)

This standard is not specifically required until Year 2

Utilize the command line to accomplish common network troubleshooting tasks at an introductory leve

Research and describe common networking concepts at an introductory level

Research and describe modems, network interface cards, routers (e.g., consumer, industrial), switches, and wireless access points, and identify their purposes within a network

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

Compare and contrast computer programming paradigms (e.g., functional, imperative, objectoriented)

Research, describe, and utilize at an appropriate level:

debugging strategies

integrated development environments (IDE)

source-code editors

version control strategies

Classify layers of software (e.g., applications, drivers, firmware, operating systems) utilized within various platforms (e.g., Android, ChromeOS, iOS, Linux, macOS, Windows)

Identify and describe the purpose of hardware components within various personal computing platforms

This standard is not specifically required until Year 2

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

Decompose problems of level-appropriate complexity

Continuation of this standard is not specifically included or excluded

Create and maintain a digital collection of selfcreated work

This standard is not specifically required until Year 3

Discuss diverse game development and design career pathways, careers beyond game development and design that utilize similar skills, and the educational requirements for those careers

Research and describe issues related to creating and enforcing cyber-related laws and regulations (e.g., ethical challenges, policy vacuum, privacy versus security, unintended consequences)

Continuation of this standard is not specifically included or excluded

Identify the ethical implications encountered in the curation, management, and monetization of data (e.g., harvesting, information overload, knowledge management repositories, sharing, summarizing)

Explain advantages and disadvantages of various software life cycle processes (e.g., Agile, spiral, waterfall)

Research the role of play and sport in human culture and how analog games have impacted the development of digital games

Demonstrate industry-relevant technical and soft skills

Classify the roles and responsibilities of each member on a game design team (e.g., animator, artist, designer, producer, programmer, project manager, quality assurance, sound engineer)

Identify the components of a quality professional digital portfolio

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Interpret compound expressions using multiple relational and logical operators

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Analyze and utilize concepts of abstraction as modeling and abstraction as encapsulation

Perform operations of level-appropriate complexity with binary, octal, decimal, and hexadecimal numbers

Continuation of this standard is not specifically included or excluded

Research physics and mathematical principles to adapt to more immersive game mechanics

Create programs to store, access, and manipulate level-appropriate data (e.g., structured data, objects)

Define and discuss different examples of levelappropriate quantitative and qualitative data

Research, discuss, and create level-appropriate programs to model and simulate probabilistic and real-world scenarios

Analyze, utilize, and visually represent levelappropriate static and dynamic data

Perform level-appropriate data analysis using computing tools

Research and compare media formats (e.g., graphics, sounds) for traits such as compression performance and lossiness

Apply the five pillars of cybersecurity as applicable to level-appropriate computer science concepts

Continuation of this standard is not specifically included or excluded

Research and describe common attacks on hardware, software, and networks

Continuation of this standard is not specifically included or excluded

Design and implement level-appropriate algorithms that use iteration, recursion, selection, and sequence

Continuation of this standard is not specifically included or excluded

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms including classic search and sort algorithms

Use a systematic approach to detect and resolve errors in a given algorithm

Analyze game elements of analog games (e.g., board, card, dice) and how those elements can be represented as algorithms for digital games

Create programs to solve problems of levelappropriate complexity

Research how the relationship between the subjective and objective mechanics of a game contributes to its overall playability and engagement

Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace)

Determine the scope and state of variables defined in classes and their procedures

Create programs that read from, write to, and append to a file of level-appropriate complexity that includes structured data

Use a systematic approach to detect logic, runtime, and syntax errors within a program

This standard is not specifically required until Year 3

Research and describe the core areas of digital game design

Design and create a game utilizing appropriate core areas of digital game design

Research and utilize level-appropriate concepts related to updating and rendering game assets

Utilize hardware and/or software to solve levelappropriate industry-based problems

Continuation of this standard is not specifically included or excluded

Discuss common asset creation techniques (e.g., 3D models, images, music, sounds), and create and utilize level-appropriate assets (e.g., 2D/3D models, animations, music, sound effects, textures, visual effects) in a game

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Use collaboration tools and version control systems in a group software project of appropriate complexity

Continuation of this standard is not specifically included or excluded

Research various hardware components (e.g., augmented/virtual reality devices, game controllers, input and output devices, robotics components, sensors) and their functionality in modern game design

Research a level-appropriate game engine and supporting libraries (e.g., images, sounds, sprites, text effects)

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

Decompose problems of level-appropriate complexity

Continuation of this standard is not specifically included or excluded

Create and maintain a professional digital portfolio comprised of self-created work

Utilize and model effective professional project management tools

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Utilize an appropriate development life cycle process (e.g., Agile, spiral, waterfall) while building a project of level-appropriate complexity

Continuation of this standard is not specifically included or excluded

Demonstrate industry-relevant technical and soft skills

Utilize team roles in the game development and design process

Evaluate the quality and impact of a professional digital portfolio

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Research and utilize physics and mathematical principles to adapt to more immersive game mechanics

Utilize data structures (e.g., graphs, linked lists, maps, queues, sets, stacks, trees) based on functionality, performance, and storage tradeoffs to support the creation of larger computational artifacts

Continuation of this standard is not specifically included or excluded

Simulate a system utilizing an abstract model by reproducing its behavior

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Research security issues that lead to compromised video games and security measures to mitigate these issues

Continuation of this standard is not specifically included or excluded

Design and implement algorithms to solve studentidentified problems of level-appropriate complexity

Continuation of this standard is not specifically included or excluded

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms in terms of time and space complexities (e.g., Big O notation)

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Create programs to solve problems of levelappropriate complexity utilizing inheritance and polymorphism

Describe how the relationship between the subjective and objective mechanics of a game contributes to its overall playability and engagement

Discuss and apply best practices of user experience design for building video games

Determine the scope and state of variables defined in classes and class methods involving inheritance and polymorphism

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Utilize libraries or application programming interfaces (API) to create programming solutions for level-appropriate problems

Continuation of this standard is not specifically included or excluded

Design and create a game utilizing appropriate core areas of digital game design

Research and utilize level-appropriate concepts related to updating and rendering game assets and their relation to game performance metrics (e.g., frames per second, frame times, render times)

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Create and utilize level-appropriate assets (e.g., 2D/3D models, animations, music, sound effects, textures, visual effects) in a game

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Contribute to team collaboration in the development of a computational artifact (e.g, creating and managing repositories)

Continuation of this standard is not specifically included or excluded

Research and utilize various hardware components (e.g., augmented/virtual reality devices, game controllers, input and output devices, robotics components, sensors) as they relate to studentdeveloped computational artifacts

Utilize a level-appropriate game engine and supporting libraries (e.g., images, sounds, sprites, text effects)

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software issues

Research and describe the risks and risk mitigation strategies associated with the utilization and implementation of social media and other digital technology implications

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Research and describe the potential benefits associated with the utilization and implementation of social media and other digital technologies

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)

This standard is not specifically required until Year 2

Research the history of computing devices and their impact on society

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

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Communicate basic technical information effectively to diverse audiences including, but not limited to, non-technical audience members

Describe and utilize the concepts of storytelling with data

Describe the following common types of data bias:

confirmation bias

confounding variables

outliers

overfitting/underfitting

selection bias

Compare and contrast causation and correlation

Compare and contrast interpreting data, inferring using data, and implicating with data

This standard is not specifically required until Year 2

Interpret relational and logical expressions of levelappropriate complexity using comparison and Boolean operators

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)

Analyze how computer science concepts relate to the field of mathematics

Discuss and apply concepts of abstraction

Perform operations of level-appropriate complexity with binary, decimal, and hexadecimal numbers

Demonstrate operator precedence in expressions and statements

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Define, store, access, and manipulate levelappropriate data (e.g., primitive, linear)

Define and discuss different examples of levelappropriate quantitative and qualitative data

This standard is not specifically required until Year 2

Analyze, utilize, and visually represent levelappropriate data

CSRB.Y1.3.5 Perform level-appropriate data analysis using computing tools

Identify the five pillars of cybersecurity and evaluate the relevance of each pillar to computer science concepts

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

Research and describe the impacts of ransomware, trojans, viruses, and other malware

Explain implications related to identification and responsible reporting of a vulnerability versus exploitation

Design and implement level-appropriate algorithms that use iteration, selection, and sequence

Illustrate the flow of execution of algorithms in levelappropriate programs including branching and looping

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms

Use a systematic approach to detect and resolve errors in a given algorithm

Create programs using procedures to solve problems of level-appropriate complexity

Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace)

Determine the scope and state of variables declared in procedures and control structures over time

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

Use a systematic approach to detect logic, runtime, and syntax errors within a program

This standard is not specifically required until Year 2

Identify hardware and software specific to carrying out the mission of regional industries

Research advancing and emerging technologies (e.g., artificially intelligent agents, blockchain, extended reality, Internet of Things (IoT), machine learning, robotics)

Utilize the command line to accomplish common network troubleshooting tasks at an introductory level

Research and describe common networking concepts at an introductory level

Research and describe modems, network interface cards, routers (e.g., consumer, industrial), switches, and wireless access points, and identify their purposes within a network

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

Compare and contrast computer programming paradigms (e.g., functional, imperative, objectoriented)

Research, describe, and utilize at an appropriate level:

debugging strategies

integrated development environments (IDE)

source-code editors

version control strategies

Classify layers of software (e.g., applications, drivers, firmware, operating systems) utilized within various platforms (e.g., Android, ChromeOS, iOS, Linux, macOS, Windows)

Identify and describe the purpose of hardware components within various personal computing platforms

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

Continuation of this standard is not specifically included or excluded

Create and maintain a digital collection of selfcreated work

Research and describe issues related to creating and enforcing cyber-related laws and regulations (e.g., ethical challenges, policy vacuum, privacy versus security, unintended consequences)

Continuation of this standard is not specifically included or excluded

Identify the ethical implications encountered in the curation, management, and monetization of data (e.g., harvesting, information overload, knowledge management repositories, sharing, summarizing)

Explain advantages and disadvantages of various software life cycle processes (e.g., Agile, spiral, waterfall)

Continuation of this standard is not specifically included or excluded

Demonstrate industry-relevant technical and soft skills

Discuss effective professional collaborative project management tools

Identify the components of a quality professional digital portfolio

Communicate robotics concepts to diverse audiences including, but not limited to, non-technical audience members

Utilize level-appropriate robotic system data for storytelling

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Communicate conditions of a robotic system in terms of performance, diagnostics, troubleshooting, and repair

Continuation of this standard is not specifically included or excluded

Classify and utilize types of information that are stored in robotics systems including, but not limited to, 2D and 3D coordinate system and sensor data

Continuation of this standard is not specifically included or excluded

Analyze and utilize concepts of abstraction as modeling and abstraction as encapsulation

Perform operations of level-appropriate complexity with binary, octal, decimal, and hexadecimal numbers

Continuation of this standard is not specifically included or excluded

Explain how concepts of mechanical engineering including, but not limited to, gear ratios, speed, stability, and torque relate to the implementation of robotics systems and subsystems

Explain how concepts of electrical engineering including, but not limited to, applying Ohm’s law, using a multimeter, and understanding electric motors as they relate to the implementation of robotics systems and subsystems

Describe and represent basic electrical quantities including, but not limited to charge, current, energy, power, and voltage and describe the relationships among them

Create programs to store, access, and manipulate level-appropriate data (e.g., structured data, objects)

Define and discuss different examples of levelappropriate quantitative and qualitative data

Research, discuss, and create level-appropriate programs to model and simulate probabilistic and real-world scenarios

Analyze, utilize, and visually represent levelappropriate static and dynamic data

Perform level-appropriate data analysis using computing tools

Apply the five pillars of cybersecurity as applicable to level-appropriate computer science concepts

Continuation of this standard is not specifically included or excluded

Research and describe common attacks on software, hardware, and networks

Continuation of this standard is not specifically included or excluded

Design and implement level-appropriate algorithms that use iteration, recursion, selection, and sequence

Continuation of this standard is not specifically included or excluded

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms including classic search and sort algorithms

Use a systematic approach to detect and resolve errors in a given algorithm

Create programs to solve problems of levelappropriate complexity

Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace)

Determine the scope and state of variables defined in procedures and classes

Create programs that read from, write to, and append to a file of level-appropriate complexity that includes structured data

Use a systematic approach to detect logic, runtime, and syntax errors within a program

Create programs that utilize various robotics system operations to solve problems

Utilize hardware and/or software to solve levelappropriate industry-based problems

Research cutting-edge robotics technology (e.g., analytics, artificial intelligence, autonomous vehicles, big data, end-of-arm tools, IoT, machine learning, vision) and its effects on the way business may be conducted in the future

Continuation of this standard is not specifically included or excluded

Compare and contrast network connectivity options for different types of robotics platforms and communications methods within various robotics systems, including but not limited to, controller area network (CAN) busses

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Use collaboration tools and version control systems in a group software project of appropriate complexity

Analyze the importance and effect of updating firmware and drivers within robotic systems

Utilize robotic hardware components to create levelappropriate robotic systems and subsystems

Discuss and apply autonomous and manual robotic control by coding in various robotic programming languages (e.g., C++, Karel, Python)

Compare and contrast different types of industryrelevant robotic systems (e.g., 3-axis, 6-axis, AMR, cobot, delta, SCARA, T-700)

Utilize breadboarding in the creation of a levelappropriate closed-loop robot

Utilize hardware diagnostic tools to design, test, and troubleshoot robotic systems and subsystems

Discuss hardware and software requirements and limitations of various robotics systems

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Utilize the engineering design process to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of level-appropriate complexity, such as schematics and 3D modeling

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

Discuss etiquette and professionalism as related to communication in industry

Create and maintain a professional digital portfolio comprised of self-created work

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Discuss ethical implications encountered in the robotics industry that relate to intellectual property, non-compete clauses, and non-disclosure agreements

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Demonstrate industry-relevant technical and soft skills

Utilize and model effective professional project management

Evaluate the quality and impact of a professional digital portfolio

Communicate robotics concepts to diverse audiences including, but not limited to, non-technical audience members

Utilize level-appropriate robotic system data for storytelling

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Communicate conditions of a robotic system in terms of performance, diagnostics, troubleshooting, and repair

Continuation of this standard is not specifically included or excluded

Utilize types of information that are stored in robotics systems including, but not limited to, 2D and 3D coordinate system and sensor data

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Apply concepts of mechanical engineering including, but not limited to, gear ratios, speed, stability, and torque

Apply concepts of electrical engineering including, but not limited to, applying fundamental laws of electricity (e.g., Kirchhoff’s Law, Ohm’s Law), using a multimeter, and understanding electric motors as they relate to the implementation of robotics systems and subsystems

Continuation of this standard is not specifically included or excluded

Create programs to store, access, and manipulate, with a high level of efficiency, level-appropriate robotics system data

Analyze how quantitative and qualitative data are utilized in robotic systems

Create and evaluate models and simulations to answer student-identified scenarios

Analyze, utilize, and visually represent levelappropriate static and dynamic data, including, but not limited to, data collected through robotic sensors

Perform level-appropriate data analysis using computing tools

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Use a systematic approach to detect and resolve errors in a given algorithm

Design and implement algorithms that solve student-identified problems

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Create programs that utilize robotic systems to solve problems of level-appropriate complexity

Discuss and apply best practices of program design, user experience design, and format (e.g., descriptive names, documentation, indentation, whitespace)

Continuation of this standard is not specifically included or excluded

Create programs of level-appropriate complexity that leverage real-time sensory input to make decisions for completing physical tasks

Use a systematic approach to detect logic, runtime, and syntax errors within a program

Create programs that utilize various robotics system operations to solve real-world problems

Utilize multiple hardware and software tools simultaneously to solve level-appropriate industrybased problems

Research integration of multiple technologies (e.g., analytics, artificial intelligence, big data, end-of-arm tools, IoT machine learning, vision) to solve levelappropriate industry-based problems

Continuation of this standard is not specifically included or excluded

Utilize a network-connected robot

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Use collaborative tools and processes to configure level-appropriate robotic hardware components

Continuation of this standard is not specifically included or excluded

Utilize robotic hardware components to create levelappropriate robotic systems and subsystems

Apply autonomous and manual robotic control by coding in various robotic programming languages (e.g., C++, Karel, Python)

Analyze different industry-relevant robotic systems and their various applications (e.g., 3-axis, 6-axis, AMR, cobot, delta, SCARA, T-700)

Utilize breadboarding and prototyping in the creation of a level-appropriate closed-loop robot

Utilize hardware diagnostic tools to design, test, and troubleshoot robotic systems and subsystems

Analyze hardware and software requirements and limitations of various robotics systems

Career Exploration with Engineering Practices

Systems and System Models

Energy and Matter

Cause and Effect

Stability and Change

Scale, Proportion, and Quantity

Structure and Function

Patterns

Obtain, evaluate, and communicate information related to health science professions.

Design a solution to a complex real-world problem affecting body systems that can be solved through engineering.

Evaluate a solution to a complex real-world human health problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Construct an explanation based on evidence obtained from a variety of sources for the pattern of hierarchical organization of each body system:<ul><li>Integumentary System</li><li>Skeletal System</li><li>Muscular System</li><li>Respiratory System</li><li>Circulatory System</li><li>Digestive System</li><li>Nervous System</li><li>Endocrine System</li><li>Lymphatic System</li><li>Urinary System</li><li>Reproductive Systems</li></ul>

Develop and use a model to identify and describe the relationship between the structures and physiological processes of each body system:<ul><li>Integumentary System</li><li>Skeletal System</li><li>Muscular System</li><li>Respiratory System</li><li>Circulatory System</li><li>Digestive System</li><li>Nervous System</li><li>Endocrine System</li><li>Lymphatic System</li><li>Urinary System</li><li>Reproductive Systems</li></ul>

Use mathematics and computational thinking to support explanations for physiological processes in body systems.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Argue from evidence the cause(s) for a dysfunction in a body system and the mechanisms by which it occurred.

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy among body systems and their associated processes.

Develop and use a model to illustrate the interactions between systems that control or affect specific functions within the human body.

Advanced Concepts, Emerging Technologies, and Ethical Considerations

Construct Simple Embedded Systems

Programming for Embedded Systems

Sensors, Actuators, and Communication Protocols

Core Embedded Systems Principles

Careers and Professionalism

Standard 1.1 - Develop essential professional skills for embedded systems engineering careers.

1.1.1 Demonstrate effective communication skills in both technical and non-technical contexts.

1.1.2 Demonstrate integrity in embedded systems engineering practices.

1.1.3 Demonstrate collaboration and teamwork skills through embedded systems engineering projects.

1.1.4 Identify and develop traits important for success in embedded systems engineering.

Standard 1.2 - Investigate physical computing and embedded systems career paths.

1.2.1 Research various roles within the embedded systems engineering field.

1.2.2 Identify professional certifications relevant to different embedded systems engineering careers.

1.2.3 Identify and evaluate routes to become an embedded systems engineer.

Standard 1.3 - Develop a professional embedded systems engineering portfolio.

1.3.1 Investigate the purpose and importance of a portfolio in career advancement.

1.3.2 Analyze examples of professional portfolios to identify key components.

1.3.3 Assess platforms and tools for creating and hosting portfolios.

1.3.4 Select and organize personal projects and achievements for potential inclusion in a future portfolio.

Standard 2.1 - Explain the core principles and components of embedded systems.

2.1.1 Define embedded systems and distinguish them from general-purpose computing systems.

2.1.2 Analyze the key components of an embedded system.

2.1.3 Discuss the differences between microcontrollers and microprocessors.

2.1.4 Explain the concept of real-time systems and their importance in embedded applications.

2.1.5 Explain how embedded systems are utilized across various applications.

Standard 2.2 - Analyze and evaluate the architecture and capabilities of microcontrollers.

2.2.1 Describe the basic architecture of a microcontroller.

2.2.2 Compare and contrast different types of microcontrollers and their suitable applications.

2.2.3 Compare and contrast the performance and efficiency characteristics of microcontrollers.

Standard 2.3 - Apply Real-Time Operating Systems (RTOS) concepts.

2.3.1 Describe and analyze the fundamentals of Real-Time Operating Systems.

2.3.2 Compare RTOS to general-purpose operating systems.

Standard 3.1 - Identify and implement various types of sensors and actuators.

3.1.1 Classify different types of sensors and explain their operating principles.

3.1.2 Interface with sensors using communication protocols.

3.1.3 Gather and analyze data using sensors.

3.1.4 Compare and contrast different types of actuators.

Standard 3.2 - Implement user interfaces and display systems.

3.2.1 Implement display interfaces to present information in embedded systems.

3.2.2 Program simple user interfaces using various input methods.

Standard 3.3 - Implement communication protocols in embedded systems.

3.3.1 Apply serial communication in embedded systems.

3.3.2 Use serial communication protocols for inter-device communication.

3.3.3 Implement wireless communication technologies in physical computing projects.

Standard 4.1 - Apply programming concepts to embedded systems development.

4.1.1 Implement embedded-specific data types and operations.

4.1.2 Utilize memory-efficient data structures and algorithms optimized for limited resources.

4.1.3 Develop state machines for managing complex system behaviors and transitions.

4.1.4 Apply software design patterns appropriate for embedded systems.

Standard 4.2 - Interact with hardware components using a text-based programming language.

4.2.1 Control digital input/output pins and interface with various components.

4.2.2 Configure analog-to-digital conversion for sensor data collection.

4.2.3 Control components using pulse-width modulation (PWM).

4.2.4 Develop hardware abstraction layers for interfacing with microcontroller peripherals.

Standard 4.3 - Implement interrupt-driven programming for embedded systems.

4.3.1 Describe the concept and importance of interrupts in embedded systems.

4.3.2 Write interrupt service routines (ISRs) to handle hardware events.

4.3.3 Develop programs using timer interrupts for periodic task execution.

4.3.4 Apply event-based programming techniques for real-time responsiveness.

Standard 4.4 - Implement debugging and troubleshooting techniques.

4.4.1 Utilize embedded-specific debugging tools and techniques.

4.4.2 Apply systematic approaches to identify and resolve hardware and software issues.

4.4.3 Use logging and tracing techniques for embedded applications.

Standard 5.1 - Apply fundamental electrical concepts to embedded systems design.

5.1.1 Apply basic electrical laws and principles.

5.1.2 Implement electrical circuits in embedded systems.

5.1.3 Conduct electrical testing and troubleshooting.

Standard 5.2 - Implement power management and efficiency techniques.

5.2.1 Calculate power consumption in embedded systems.

5.2.2 Implement sleep modes and wake-up strategies to conserve power.

5.2.3 Design power-efficient embedded systems for long-term deployment.

Standard 5.3 - Integrate mechanical components with embedded systems for sensor-actuator applications.

5.3.1 Apply mechanical principles to sensor selection and placement.

5.3.2 Implement actuator control systems.

5.3.3 Design and troubleshoot electromechanical interfaces.

Standard 5.4 - Create and manage comprehensive documentation.

5.4.1 Create comprehensive documentation for embedded systems projects.

5.4.2 Implement version control practices for managing code and project files.

Standard 5.5 - Implement proper safety practices.

5.5.1 Adhere to electrical safety standards and regulations.

5.5.2 Adhere to mechanical safety standards and regulations.

Standard 6.1 - Implement testing, validation, and security practices.

6.1.1 Develop unit tests and system-level testing for embedded systems.

6.1.2 Implement basic security measures in embedded systems.

6.1.3 Discuss techniques for securely updating firmware in deployed systems.

Standard 6.2 - Research emerging technologies in embedded systems.

6.2.1 Investigate the implementation of basic machine learning algorithms on microcontrollers.

6.2.2 Explain the principles of edge computing and its applications in embedded systems.

6.2.3 Identify integrated embedded systems in emerging fields and technologies.

Standard 6.3 - Consider ethical and environmental implications.

6.3.1 Discuss ethical considerations related to data collection, privacy, and security in IoT and embedded systems.

6.3.2 Assess the environmental impact of embedded systems and sustainable design practices.

6.3.3 Investigate the role of embedded systems in environmental monitoring and conservation efforts.

Interactions of Humans and the Environment

Waves

Energy

Forces and Motion

Matter in Organisms

Elements, Matter, and Interactions

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Electricity

Waves, Sound, and Simple Harmonic Motion

Heat and Thermodynamics

Work and Energy

Motion

Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Create a model of motion and forces, including vectors graphed on the coordinate plane, to describe and predict the behavior of a system.

Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Develop computational and graphical models to calculate and illustrate the work done and changes in energy in a system.

Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.

Plan and conduct an investigation to provide evidence that work done equals energy stored in a conservative system.

Plan and conduct an investigation to rate the power used in performing work on a system.

Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

Analyze data to demonstrate the relationship between rotational and linear motion, energy, and momentum.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Use mathematical representations to support the claim that the change in kinetic energy of a system is equal to the net work performed upon the system.

Use mathematical representations to support the claim that the total impulse on a system of objects is equal to the change in momentum of the system.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Construct an explanation based on evidence of the relationships between heat, temperature, and the Kinetic Molecular Theory.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

Plan and conduct an investigation of the relationships between pressure, volume, temperature, and amount of gas.

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Use mathematical representations to model the conservation of energy in fluids.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, speed, and energy of waves traveling in various media.

Develop and use models to investigate longitudinal and transverse waves in various media.

Develop and use models to describe the interaction of light with matter.

Use mathematical representations and conduct investigations to provide evidence of the relationships between power, current, voltage, and resistance.

Evaluate competing design solutions for construction and use of electrical consumer products.

Obtain and combine information on alternating and direct current circuits in various applications.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

This standard is not specifically required until Year 2

Research and describe the risks and risk mitigation strategies associated with the utilization and implementation of social media and other digital technology implications

This standard is not specifically required until Year 2

Research and describe the potential benefits associated with the utilization and implementation of social media and other digital technologies

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)

This standard is not specifically required until Year 2

Research the history of computing devices and their impact on society

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

This standard is not specifically required until Year 2

This standard is not specifically required until Year 2

Communicate basic technical information effectively to diverse audiences including, but not limited to, non-technical audience members

Describe and utilize the concepts of storytelling with data

Describe the following common types of data bias:

confirmation bias

confounding variables

outliers

overfitting/underfitting

selection bias

Compare and contrast causation and correlation

Compare and contrast interpreting data, inferring using data, and implicating with data

Interpret relational and logical expressions of levelappropriate complexity using comparison and Boolean operators

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)

Analyze how computer science concepts relate to the field of mathematics

Discuss and apply concepts of abstraction

Perform operations of level-appropriate complexity with binary, decimal, and hexadecimal numbers

Demonstrate operator precedence in expressions and statements

Define, store, access, and manipulate levelappropriate data (e.g., primitive, linear)

Define and discuss different examples of levelappropriate quantitative and qualitative data

This standard is not specifically required until Year 2

Analyze, utilize, and visually represent levelappropriate data

Perform level-appropriate data analysis using computing tools

This standard is not specifically required until Year 2

Identify the five pillars of cybersecurity and evaluate the relevance of each pillar to computer science concepts

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

Research and describe the impacts of ransomware, trojans, viruses, and other malware

Explain implications related to identification and responsible reporting of a vulnerability versus exploitation

Use a systematic approach to detect and resolve errors in a given algorithm

Design and implement level-appropriate algorithms that use iteration, selection, and sequence

Illustrate the flow of execution of algorithms in levelappropriate programs including branching and looping

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms

Create programs using procedures to solve problems of level-appropriate complexity

Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace)

Determine the scope and state of variables declared in procedures and control structures over time

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

Use a systematic approach to detect logic, runtime, and syntax errors within a program

Research advancing and emerging technologies (e.g., artificially intelligent agents, blockchain, extended reality, Internet of Things (IoT), machine learning, robotics)

Identify software and hardware specific to carrying out the mission of regional industries

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

Utilize the command line to accomplish common network troubleshooting tasks at an introductory level

Research and describe common networking concepts at an introductory level

Research and describe modems, network interface cards, routers (e.g., consumer, industrial), switches, and wireless access points, and identify their purposes within a network

Compare and contrast computer programming paradigms (e.g., functional, imperative, objectoriented)

Research, describe, and utilize at an appropriate level:

debugging strategies

integrated development environments (IDE)

source-code editors

version control strategies

Classify layers of software (e.g., applications, drivers, firmware, operating systems) utilized within various platforms (e.g., Android, ChromeOS, iOS, Linux, macOS, Windows)

Identify and describe the purpose of hardware components within various personal computing platforms

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

Decompose problems of level-appropriate complexity

Continuation of this standard is not specifically included or excluded

Research and describe issues related to creating and enforcing cyber-related laws and regulations (e.g., ethical challenges, policy vacuum, privacy versus security, unintended consequences)

Continuation of this standard is not specifically included or excluded

Identify the ethical implications encountered in the curation, management, and monetization of data (e.g., harvesting, information overload, knowledge management repositories, sharing, summarizing)

Explain advantages and disadvantages of various software life cycle processes (e.g., Agile, spiral, waterfall)

Continuation of this standard is not specifically included or excluded

Demonstrate industry-relevant technical and soft skills

Identify the components of a quality professional digital portfolio

Create and maintain a digital collection of selfcreated work

Communicate technical information, of appropriate complexity, effectively to diverse audiences including, but not limited to, non-technical audience members

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Construct and evaluate compound expressions using multiple relational and logical operators

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Analyze and utilize concepts of abstraction as modeling and abstraction as encapsulation

Perform operations of level-appropriate complexity with binary, octal, decimal, and hexadecimal numbers

Continuation of this standard is not specifically included or excluded

Create programs to store, access, and manipulate level-appropriate data (e.g., structured data, objects)

Define and discuss different examples of levelappropriate quantitative and qualitative data

Research, discuss, and create level-appropriate programs to model and simulate probabilistic and real-world scenarios

Analyze, utilize, and visually represent levelappropriate static and dynamic data

Perform level-appropriate data analysis using computing tools

Examine the capacity of computing technology to create and process large sets of data

Apply the five pillars of cybersecurity as applicable to level-appropriate computer science concepts

Continuation of this standard is not specifically included or excluded

Research and describe common attacks on hardware, software, and networks

Continuation of this standard is not specifically included or excluded

Design and implement level-appropriate algorithms that use iteration, recursion, selection, and sequence

Illustrate the flow of execution of algorithms in levelappropriate programs including recursion

Evaluate the qualities of level-appropriate studentcreated and non-student-created algorithms including classic search and sort algorithms

Use a systematic approach to detect and resolve errors in a given algorithm

Create programs to solve problems of levelappropriate complexity

Discuss and apply best practices of program design and format (e.g., descriptive names, documentation, indentation, user experience design, whitespace)

Determine the scope and state of variables defined in classes and class procedures

Create programs that read from, write to, and append to a file of level-appropriate complexity that includes structured data

Use a systematic approach to detect logic, runtime, and syntax errors within a program

Utilize hardware and/or software to solve levelappropriate industry-based problems

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Use collaboration tools and version control systems in a group software project of appropriate complexity

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Students will demonstrate understanding of storytelling with data and appropriately communicate about technical information.

Students will analyze the impacts of technology and professionalism within the computing community.

Professionalism and Impacts of Computing

Students will utilize appropriate hardware and software.

Students will analyze communication methods and systems used to transmit information among computing devices.

Students will analyze the utilization of computers within industry.

Computers and Communications

Students will create programs to solve problems.

Students will create, evaluate, and modify algorithms.

Algorithms and Programs

Students will analyze and utilize concepts of cybersecurity.

Students will analyze and utilize data through the use of computing devices.

Data, Information, and Security

Students will analyze and utilize connections between concepts of mathematics and computer science.

Students will analyze and utilize problem-solving strategies.

Computational Thinking and Problem Solving

Leverage problem-solving strategies to solve problems of level-appropriate complexity

Analyze and utilize multiple representations of problem-solving logic used to solve problems of appropriate complexity

Analyze and utilize collaborative methods in problem solving of level-appropriate complexity

Analyze and utilize level-appropriate troubleshooting strategies for hardware and software

Decompose problems of level-appropriate complexity

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Discuss ethical implications encountered in software development industry that relate to intellectual property, non-compete clauses, and non-disclosure agreements

Utilize a software life cycle process (e.g., Agile, spiral, waterfall) in developing a program

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Evaluate the quality and impact of a professional digital portfolio

Create and maintain a professional digital portfolio comprised of self-created work

Communicate technical information, of appropriate complexity, effectively to diverse audiences including, but not limited to, non-technical audience members

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Create programs that store, access, and manipulate, with high level of efficiency, levelappropriate data

Continuation of this standard is not specifically included or excluded

Create and test models and simulations to answer student-identified questions and scenarios

Continuation of this standard is not specifically included or excluded

Discuss real-world data sources that can be mined to produce new knowledge

Issue queries against data sets to produce new knowledge from stored data (e.g., databases, large sets of data)

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Utilize a defined process or tool to identify and resolve security vulnerabilities in student-created programs

Continuation of this standard is not specifically included or excluded

Design and implement level-appropriate algorithms that solve student-identified problems

Continuation of this standard is not specifically included or excluded

Evaluate multiple student-created algorithms and non-student-created algorithms in terms of time and space complexities (e.g., Big O notation)

Use a systematic approach to detect and resolve errors in a given algorithm

Create programs to solve problems of levelappropriate complexity utilizing inheritance and polymorphism

Discuss and apply best practices of program design, user experience design, and format (e.g., descriptive names, documentation, indentation, whitespace)

Determine the scope and state of variables defined in classes and class procedures involving inheritance and polymorphism

Create programs that read from, write to, and manipulate binary files (e.g., images, sounds)

Use a systematic approach to detect logic, runtime, and syntax errors within a program

Integrate multiple hardware and/or software tools to solve level-appropriate industry-based problems

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded

Compare, contrast, and utilize collaboration tools and/or version control systems in a group software project of appropriate complexity

Continuation of this standard is not specifically included or excluded

Continuation of this standard is not specifically included or excluded