Home > States > Texas Essential Knowledge and Skills (TEKS) > Chapter 126. Technology Applications > (c) Knowledge and skills.

126.22. Computer Science I (One Credit).

(c) Knowledge and skills.

  • (1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
    1. demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
    2. compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;
    3. make decisions regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency;
    4. delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
    5. differentiate current programming languages, discuss the use of the languages in other fields of study, and demonstrate knowledge of specific programming terminology and concepts;
    6. differentiate among the levels of programming languages including machine, assembly, high-level compiled and interpreted languages; and
    7. demonstrate coding proficiency in a contemporary programming language.
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  • (2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
    1. demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporating such components into the product; and
    2. use digital keyboarding standards for the input of data.
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  • (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
    1. discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
    2. demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet;
    3. investigate measures, such as passwords or virus detection/prevention, to protect computer systems and databases from unauthorized use and tampering; and
    4. discuss the impact of computer programming on the World Wide Web (WWW) community.
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  • (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
    1. use local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, in research and resource sharing; and
    2. construct appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
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  • (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
    1. acquire information in and knowledge about electronic formats including text, audio, video, and graphics;
    2. use a variety of resources, including foundation and enrichment curricula, together with various productivity tools to gather authentic data as a basis for individual and group programming projects; and
    3. design and document sequential search algorithms for digital information storage and retrieval.
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  • (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
    1. determine and employ methods to evaluate the design and functionality of the process using effective coding, design, and test data; and
    2. implement methods for the evaluation of the information using defined rubrics.
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  • (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
    1. apply problem-solving strategies such as design specifications, modular top-down design, step-wise refinement, or algorithm development;
    2. use visual organizers to design solutions such as flowcharts or schematic drawings;
    3. develop sequential and iterative algorithms and codes programs in prevailing computer languages to solve practical problems modeled from school and community;
    4. code using various data types;
    5. demonstrate effective use of predefined input and output procedures for lists of computer instructions including procedures to protect from invalid input;
    6. develop coding with correct and efficient use of expressions and assignment statements including the use of standard/user-defined functions, data structures, operators/proper operator precedence, and sequential/conditional/repetitive control structures;
    7. create and use libraries of generic modular code to be used for efficient programming;
    8. identify actual and formal parameters and use value and reference parameters;
    9. use control structures such as conditional statements and iterated, pretest, and posttest loops;
    10. use sequential, conditional, selection, and repetition execution control structures such as menu-driven programs that branch and allow user input; and
    11. identify and use structured data types of one-dimensional arrays, records, and text files.
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  • (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
    1. participate with electronic communities as a learner, initiator, contributor, and teacher/mentor;
    2. demonstrate proficiency in, appropriate use of, and navigation of LANs and WANs for research and for sharing of resources;
    3. extend the learning environment beyond the school walls with digital products created to increase teaching and learning in the foundation and enrichment curricula; and
    4. participate in relevant, meaningful activities in the larger community and society to create electronic projects.
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  • (9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:
    1. design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;
    2. use correct programming style to enhance the readability and functionality of the code such as spacing, descriptive identifiers, comments, or documentation;
    3. seek and respond to advice from peers and professionals in delineating technological tasks;
    4. resolve information conflicts and validate information through accessing, researching, and comparing data; and
    5. create technology specifications for tasks/evaluation rubrics and demonstrate that products/product quality can be evaluated against established criteria.
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  • (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
    1. define the purpose of the product and identify the specified audience;
    2. use terms related to typography appropriately including categories of type and type contrasts;
    3. use the principles of page design to create a product including, but not limited to, leading/kerning, automatic text flow into linked columns, widows/orphans, and text wrap;
    4. create a master template to include page specifications and other repetitive tasks;
    5. apply the basics of type measurement for inches and picas;
    6. use type techniques as graphic elements such as drop cap, decorative letters, or embedded-text frames;
    7. apply color principles to communicate the mood of the product for the specific audience;
    8. incorporate the principles of basic design including, but not limited to, balance, contrast, dominant element, use of white space, consistency, repetition, alignment, and proximity;
    9. identify the parts and kinds of pages including inside margin, outside margin, gutter, title, and inside pages; and
    10. use a variety of strategies to create effective designs, such as varying line widths and patterns, and use manipulation tools to stretch, bend, screen, rotate, follow a path, or mirror type.
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  • (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
    1. use appropriate media for creating a knowledge base with a broad perspective and communicating to the worldwide community;
    2. use printing options such as tiling, color separations, collation, and previewing;
    3. distinguish design and printing requirements as they relate to purposes, audiences, and final output; and
    4. use styles (style sheets) including a variety of type specifications such as typeface, style, size, alignment, indents, and tabs.
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  • (12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
    1. identify and employ a method to evaluate the project for design, content delivery, purpose, and audience;
    2. use electronic project management tools to set milestones for completing projects and reviewing progress;
    3. seek and respond to advice from peers in evaluating the product;
    4. create technology specifications for tasks and evaluation rubrics; and
    5. demonstrate that products and product quality can be evaluated against established criteria.
    Teach This Standard

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