Common Planner
K–12 Standards

Grades 9, 10

Other Washington Computer Science sets

Algorithms and Programming

  • 3A-A-2-1.

    Design and develop a software artifact working in a team.3A-A-2-1

  • 3A-A-2-2.

    Demonstrate how diverse collaborating impacts the design and development of software products (e.g., discussing real-world examples of products that have been improved through having a diverse design team or reflecting on their own team's development experience).3A-A-2-2

  • 3A-A-7-3.

    Compare and contrast various software licensing schemes (e.g., open source, freeware, commercial).3A-A-7-3

  • 3A-A-5-4.

    Design, develop, and implement a computing artifact that responds to an event (e.g., robot that responds to a sensor, mobile app that responds to a text message, sprite that responds to a broadcast).3A-A-5-4

  • 3A-A-5-5.

    Use user-centered research and design techniques (e.g., surveys, interviews) to create software solutions3A-A-5-5

  • 3A-A-5-6.

    Integrate grade-level appropriate mathematical techniques, concepts, and processes in the creation of computing artifacts.3A-A-5-6

  • 3A-A-4-7.

    Understand the notion of hierarchy and abstraction in high-level languages, translation, instruction sets, and logic circuits.3A-A-4-7

  • 3A-A-4-8.

    Deconstruct a complex problem into simpler parts using predefined constructs (e.g., functions and parameters and/or classes).3A-A-4-8

  • 3A-A-4-9.

    Demonstrate the value of abstraction for managing problem complexity (e.g., using a list instead of discrete variables).3A-A-4-9

  • 3A-A-3-10.

    Design algorithms using sequence, selection, and iteration.3A-A-3-10

  • 3A-A-3-11.

    Explain and demonstrate how modeling and simulation can be used to explore natural phenomena (e.g., flocking behaviors, queueing, life cycles).3A-A-3-11

  • 3A-A-6-12.

    Use a systematic approach and debugging tools to independently debug a program (e.g., setting breakpoints, inspecting variables with a debugger).3A-A-6-12

Computing Systems

  • 3A-C-7-13.

    Develop and apply criteria (e.g., power consumption, processing speed, storage space, battery life, cost, operating system) for evaluating a computer system for a given purpose (e.g., system specification needed to run a game, web browsing, graphic design or video editing).3A-C-7-13

  • 3A-C-5-14.

    Create, extend, or modify existing programs to add new features and behaviors using different forms of inputs and outputs (e.g., inputs such as sensors, mouse clicks, data sets; outputs such as text, graphics, sounds).3A-C-5-14

  • 3A-C-4-15.

    Demonstrate the role and interaction of a computer embedded within a physical system, such as a consumer electronic, biological system, or vehicle, by creating a diagram, model, simulation, or prototype.3A-C-4-15

  • 3A-C-4-16.

    Describe the steps necessary for a computer to execute high compilation to machine language, interpretation, fetch-decode-execute3A-C-4-16

Data and Analysis

  • 3A-D-5-17.

    Create computational models that simulate real-world systems (e.g., ecosystems, epidemics, spread of ideas).3A-D-5-17

  • 3A-D-4-18.

    Convert between binary, decimal, and hexadecimal representations of data (e.g., convert hexadecimal color codes to decimal percentages, ASCII/Unicode representation).3A-D-4-18

  • 3A-D-4-19.

    Analyze the representation tradeoffs among various forms of digital information (e.g., lossy versus lossless compression, encrypted vs. unencrypted, various image representations).3A-D-4-19

  • 3A-D-3-20.

    Discuss techniques used to store, process, and retrieve different amounts of information (e.g., files, databases, data warehouses).3A-D-3-20

  • 3A-D-3-21.

    Apply basic techniques for locating and collecting small- and large-scale data sets (e.g., creating and distributing user surveys, accessing real-world data sets).3A-D-3-21

Impacts of Computing

  • 3A-I-2-22.

    Debate the social and economic implications associated with ethical and unethical computing practices (e.g., intellectual property rights, hacktivism, software piracy, diesel emissions testing scandal, new computers shipped with malware).3A-I-2-22

  • 3A-I-7-23.

    Compare and contrast information access and distribution rights.3A-I-7-23

  • 3A-I-7-24.

    Discuss implications of the collection and large-scale analysis of information about individuals (e.g., how businesses, social media, and government collect and use personal data).3A-I-7-24

  • 3A-I-7-25.

    Describe how computation shares features with art and music by translating human intention into an artifact.3A-I-7-25

  • 3A-I-1-26.

    Compare and debate the positive and negative impacts of computing on behavior and culture (e.g., evolution from hitchhiking to ridesharing apps, online accommodation rental services).3A-I-1-26

  • 3A-I-1-27.

    Demonstrate how computing enables new forms of experience, expression, communication, and collaborating.3A-I-1-27

  • 3A-I-1-28.

    Explain the impact of the digital divide (i.e., uneven access to computing, computing education, and interfaces) on access to critical information.3A-I-1-28

  • 3A-I-6-29.

    Redesign user interfaces (e.g., webpages, mobile applications, animations) to be more inclusive, accessible, and minimizing the impact of the designer's inherent bias.3A-I-6-29

Networks and the Internet

  • 3A-N-7-30.

    Describe key protocols and underlying processes of Internet-based services (e.g., http/https and SMTP/IMAP, routing protocols).3A-N-7-30

  • 3A-N-4-31.

    Illustrate the basic components of computer networks (e.g., draw logical and topological diagrams of networks including routers, switches, servers, and end user devices; create model with string and paper).3A-N-4-31

  • 3A-N-1-32.

    Compare and contrast multiple viewpoints on cybersecurity (e.g., from the perspective of security experts, privacy advocates, the government).3A-N-1-32

  • 3A-N-3-33.

    Explain the principles of information security (confidentiality, integrity, availability) and authentication techniques.3A-N-3-33

  • 3A-N-3-34.

    Use simple encryption and decryption algorithms to transmit/receive an encrypted message.3A-N-3-34

  • 3A-N-6-35.

    Identify digital and physical strategies to secure networks and discuss the tradeoffs between ease of access and need for security.3A-N-6-35

Frequently asked questions

What grade levels do these standards cover?
Grade 9 and Grade 10
When were these standards adopted?
2016

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Keep exploring Computer Science standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.