Strand: Data and Information Content Cluster 4: Students will analyze and interpret data through the use of computing devices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS LEVELS. Level 1 Level 2 Level 3 Level 4 CSL1.4.1 CSL2.4.1 CSL3.4.1 CSL4.4.1 This standard is not specifically Analyze the degree to which a Critique techniques for creating Create various models and required until Level 2 computer model accurately represents models, simulations, and generating simulations as predictors for an actual situation (e.g., random numbers to be used for data probabilistic scenarios (e.g., flip a Conway’s Game of Life, population growth, analysis coin, random walker, roll a die) and/or predator-prey) real-world scenarios (e.g., city population, predator-prey) CSL1.4.2 CSL2.4.2 CSL3.4.2 CSL4.4.2 Examine the ability of computing Determine an visual Compare and contrast multiple visual Continuation of this standard is not technology to create and process Big representation for given data representation tools for given data specifically included or excluded Data NOTE for CSL1.4.2 through CSL4.4.2: Visual representation tools may include, but are not limited to, spreadsheets, Google Analytics, Python libraries, and other programming language libraries. CSL1.4.3 CSL2.4.3 CSL3.4.3 CSL4.4.3 This standard is not specifically Implement algorithms to perform data Continuation of this standard is not Continuation of this standard is not required until Level 2 analysis (e.g., longest string, specifically included or excluded specifically included or excluded maximum, mean, minimum, range)
Strand: Data and Information Content Cluster 4: Students will analyze and interpret data through the use of computing devices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS LEVELS. Level 1 Level 2 Level 3 Level 4 CSL1.4.1 This standard is not specifically required until Level 2 CSL2.4.1 Analyze the degree to which a computer model accurately represents an actual situation (e.g., Conway’s Game of Life, population growth, predator-prey) CSL3.4.1 Critique techniques for creating models, simulations, and generating random numbers to be used for data analysis CSL4.4.1 Create various models and simulations as predictors for probabilistic scenarios (e.g., flip a coin, random walker, roll a die) and/or real-world scenarios (e.g., city population, predator-prey) CSL1.4.2 Examine the ability of computing technology to create and process Big Data CSL2.4.2 Determine an visual representation for given data CSL3.4.2 Compare and contrast multiple visual representation tools for given data CSL4.4.2 Continuation of this standard is not specifically included or excluded NOTE for CSL1.4.2 through CSL4.4.2: Visual representation tools may include, but are not limited to, spreadsheets, Google Analytics, Python libraries, and other programming language libraries. CSL1.4.3 This standard is not specifically required until Level 2 CSL2.4.3 Implement algorithms to perform data analysis (e.g., longest string, maximum, mean, minimum, range) CSL3.4.3 Continuation of this standard is not specifically included or excluded CSL4.4.3 Continuation of this standard is not specifically included or excluded
HS_Computer_Science_042018.docx