Administrative Rules of Montana
Department 10 - EDUCATION
Chapter 10.53 - CONTENT STANDARDS
Subchapter 10.53.14 - Reserved
Rule 10.53.1409 - COMPUTER SCIENCE CONTENT STANDARDS FOR NINTH THROUGH TWELFTH GRADE
Universal Citation: MT Admin Rules 10.53.1409
Current through Register Vol. 18, September 20, 2024
(1) Computer science algorithms and programming standards for ninth through twelfth grades are:
(a) create prototypes that use algorithms to
solve computational problems by leveraging prior student knowledge and personal
interests;
(b) describe how
artificial intelligence drives many software and physical systems;
(c) implement an artificial intelligence
algorithm to play a game against a human opponent or solve a problem;
(d) use and adapt classic algorithms to solve
computational problems;
(e)
evaluate algorithms in terms of their efficiency, correctness, and
clarity;
(f) use lists to simplify
solutions, generalizing computational problems instead of repeatedly using
simple variables;
(g) compare and
contrast fundamental data structures and their uses;
(h) justify the selection of specific control
structures when tradeoffs involve implementation, readability, and program
performance, and explain the benefits and drawbacks of choices made;
(i) design and iteratively develop
computational artifacts for practical intent, personal expression, or to
address a societal issue by using events to initiate instructions;
(j) decompose problems into smaller
components through systematic analysis, using constructs such as procedures,
modules, or objects;
(k) create
artifacts by using procedures within a program, combinations of data and
procedures, or independent but interrelated programs;
(l) construct solutions to problems using
student-created procedures, modules, or objects;
(m) analyze a large-scale computational
problem and identify generalizable patterns that can be applied to a
solution;
(n) demonstrate code
reuse by creating programming solutions using libraries and application
programming interfaces;
(o)
systematically design and develop programs for broad audiences by incorporating
feedback from users;
(p) evaluate
and refine computational artifacts to make them more usable and
accessible;
(q) design and develop
computational artifacts working in team roles using collaborative
tools;
(r) document design
decisions using text, graphics, presentations, or demonstrations in the
development of complex programs;
(s) plan and develop programs for broad
audiences using a software life cycle process;
(t) explain security issues that might lead
to compromised computer programs;
(u) develop programs for multiple computing
platforms;
(v) use version control
systems, integrated development environments, and collaborative tools and
practices in a group software project;
(w) develop and use a series of test cases to
verify that a program performs according to its design
specifications;
(x) modify an
existing program to add additional functionality and discuss intended and
unintended implications;
(y)
evaluate key qualities of a program through a process such as a code review;
and
(z) compare multiple
programming languages and discuss how their features make them suitable for
solving different types of problems.
(2) Computer science computing systems standards for ninth through twelfth grades are:
(a) explain how abstractions hide the
underlying implementation details of computing systems embedded in everyday
objects;
(b) compare levels of
abstraction and interactions between application software, system software, and
hardware layers;
(c) categorize the
roles of operating system software;
(d) develop guidelines that convey systematic
troubleshooting strategies that others can use to identify and fix errors;
and
(e) illustrate ways computing
systems implement logic, input, and output through hardware
components.
(3) Computer science data and analysis standards for ninth through twelfth grades are:
(a) create interactive data visualizations
using software tools to help others better understand authentic
phenomena;
(b) use data analysis
tools and techniques to identify patterns in data representing complex
systems;
(c) select data collection
tools and techniques to generate data sets that support a claim or communicate
information;
(d) translate between
different bit representations of authentic phenomena, including characters,
numbers, and images;
(e) evaluate
the tradeoffs in how data elements are organized and where data is
stored;
(f) create computational
models that represent the relationships among different elements of data
collected from a phenomenon or process; and
(g) evaluate the ability of models and
simulations to test and support the refinement of hypotheses.
(4) Computer science impacts of computing standards for ninth through twelfth grades are:
(a) evaluate the ways computing technologies,
globally and locally impact personal, ethical, social, economic, and cultural
practices;
(b) evaluate the ways
computing technologies impact American Indian communities in Montana;
(c) test and refine computational artifacts
to reduce bias and equity deficits;
(d) demonstrate ways a given algorithm
applies to problems across disciplines;
(e) evaluate computational artifacts to
maximize their beneficial effects and minimize harmful effects on
society;
(f) evaluate the impact of
equity, access, and influence on the distribution of computing resources in a
global society, including the impact on American Indians living in urban,
rural, and reservation communities;
(g) predict how computational innovations
that have revolutionized aspects of our culture might evolve;
(h) use tools and methods to connect and work
with others on a project including people in different cultures and career
fields;
(i) explain the beneficial
and harmful effects that intellectual property laws can have on
innovation;
(j) explain the privacy
concerns related to the collection and generation of data through automated
processes that may not be evident to users;
(k) evaluate the social and economic
implications of privacy in the context of safety, law, or ethics; and
(l) debate laws and regulations that impact
the development and use of software.
(5) Computer science networks and the internet standards for ninth through twelfth grades are:
(a) recommend security measures to address
various scenarios based on factors including efficiency, feasibility, and
ethical impacts;
(b) explain
tradeoffs when selecting and implementing cybersecurity
recommendations;
(c) compare ways
software developers protect devices and information from unauthorized
access;
(d) evaluate the
scalability and reliability of networks by describing the relationship between
routers, addressing, switches, servers, and topology;
(e) give examples to illustrate how sensitive
data can be affected by malware and other attacks;
(f) compare various security measures,
considering tradeoffs between the usability and security of a computing system;
and
(g) discuss the issues that
impact functionality.
AUTH: 20-2-121, MCA IMP: 20-2-121, 20-3-106, 20-7-101, MCA
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