Vocabulary Standards View

Curriculum Standards View for AP Computer Science Principles

Vocabulary for the AP Computer Science Principles course

Below is the entire mapping of standards in this set, managed by Orion Smith.

Some standards are hyperlinks: clicking on them will activate a vocabulary review game which can be done in small groups. For a full description of how the game works, go to the bottom of this page.

Return to list of vocabulary standard sets
Big Idea 1 Creativity Computing is a creative activity.
   EU 1.1 Creative development can be an essential process for creating computational artifacts.
      LO 1.1.1 Apply a creative development process when creating computational artifacts.
   EU 1.2 Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
      LO 1.2.1 Create a computational artifact for creative expression.
      LO 1.2.2 Create a computational artifact using computing tools and techniques to solve a problem.
      LO 1.2.3 Create a new computational artifact by combining or modifying existing artifacts.
      LO 1.2.4 Collaborate in the creation of computational artifacts.
      LO 1.2.5 Analyze the correctness, usability, functionality, and suitability of computational artifacts.
   EU 1.3 Computing can extend traditional forms of human expression and experience.
      LO 1.3.1 Use computing tools and techniques for creative expression.
Big Idea 2 Abstraction Abstraction reduces information and detail to facilitate focus on relevant concepts.
      LO 2.1.1 Describe the variety of abstractions used to represent data.
      LO 2.1.2 Explain how binary sequences are used to represent digital data.
   EU 2.2 Multiple levels of abstraction are used to write programs or create other computational artifacts.
      LO 2.2.1 Develop an abstraction when writing a program or creating other computational artifacts.
      LO 2.2.2 Use multiple levels of abstraction to write programs.
      LO 2.2.3 Identify multiple levels of abstractions that are used when writing programs.
   EU 2.3 Models and simulations use abstraction to generate new understanding and knowledge.
      LO 2.3.1 Use models and simulations to represent phenomena.
      LO 2.3.2 Use models and simulations to formulate, refine, and test hypotheses.
Big Idea 3 Data and Information Data and information facilitate the creation of knowledge.
   EU 3.1 People use computer programs to process information to gain insight and knowledge.
      LO 3.1.1 Find patterns and test hypotheses about digitally processed information to gain insight and knowledge.
      LO 3.1.2 Collaborate when processing information to gain insight and knowledge.
      LO 3.1.3 Explain the insight and knowledge gained from digitally processed data by using appropriate visualizations, notations, and precise language.
   EU 3.2 Computing facilitates exploration and the discovery of connections in information.
      LO 3.2.1 Extract information from data to discover and explain connections or trends.
      LO 3.2.2 Determine how large data sets impact the use of computational processes to discover information and knowledge.
   EU 3.3 There are trade-offs when representing information as digital data.
      LO 3.3.1 Analyze how data representation, storage, security, and transmission of data involve computational manipulation of information.
Big Idea 4 Algorithms Algorithms are used to develop and express solutions to computational problems.
      LO 4.1.1 Develop an algorithm for implementation in a program.
      LO 4.1.2 Express an algorithm in a language.
   EU 4.2 Algorithms can solve many, but not all, computational problems.
      LO 4.2.1 Explain the difference between algorithms that run in a reasonable time and those that do not run in a reasonable time.
      LO 4.2.2 Explain the difference between solvable and unsolvable problems in computer science.
      LO 4.2.3 Explain the existence of undecidable problems in computer science.
      LO 4.2.4 Evaluate algorithms analytically and empirically for efficiency, correctness, and clarity.
Big Idea 5 Programming Programming enables problem solving, human expression, and creation of knowledge.
   EU 5.1 Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
      LO 5.1.1 Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge.
      LO 5.1.2 Develop a correct program to solve problems.
      LO 5.1.3 Collaborate to develop a program.
   EU 5.2 People write programs to execute algorithms.
      LO 5.2.1 Explain how programs implement algorithms.
      LO 5.3.1 Use abstraction to manage complexity in programs.
   EU 5.4 Programs are developed, maintained, and used by people for different purposes.
      LO 5.4.1 Evaluate the correctness of a program.
   EU 5.5 Programming uses mathematical and logical concepts.
      LO 5.5.1 Employ appropriate mathematical and logical concepts.
Big Idea 6 The Internet The Internet pervades modern computing.
      LO 6.1.1 Explain the abstractions in the Internet and how the Internet functions.
      LO 6.2.1 Explain characteristics of the Internet and the systems built on it.
      LO 6.2.2 Explain how the characteristics of the Internet influence the systems built on it.
   EU 6.3 Cybersecurity is an important concern for the Internet and the systems built on it.
      LO 6.3.1 Identify existing cybersecurity concerns and potential options to address these issues with the Internet and the systems built on it.
Big Idea 7 Global Impact Computing has global impact.
   EU 7.1 Computing enhances communication, interaction, and cognition.
      LO 7.1.1 Explain how computing innovations affect communication, interaction, and cognition.
      LO 7.1.2 Explain how people participate in a problem-solving process that scales.
      LO 7.2.1 Explain how computing has impacted innovations in other fields.
   EU 7.3 Computing has global effects - both beneficial and and harmful - on people and society.
      LO 7.3.1 Analyze the beneficial and harmful effects of computing.
   EU 7.4 Computing innovations influence and are influenced by the economic, social, and cultural contexts in which they are designed and used.
      LO 7.4.1 Explain the connections between computing and real-world contexts, including economic, social, and cultural contexts.
   EU 7.5 An investigative process is aided by effective organization and selection of resources. Appropriate technologies and tools facilitate the accessing of information and enable the ability to evaluate the credibility of resources.
      LO 7.5.1 Access, manage, and attribute information using effective strategies.
      LO 7.5.2 Evaluate online and print sources for appropriateness and credibility.

Vocabulary Game Directions

Student setup

Arrange the students into groups of 2-6 such that all but one student can see the screen, and one cannot. Then, click on a standard to play the game with associated terms.

Playing the game

Upon loading the game for a standard, you will see a screen like the following:

Screenshot of vocabulary game

Students who can see the screen should attempt to describe the term to the student who cannot see it. The describing students should describe using words other than those in the term itself, and also avoid saying the "prohibited terms" listed underneath it. Descriptions should avoid phrases such as "sounds like," and should use academic descriptors in order to reinforce academic understandings.

If none of the describing students know the term well enough to describe it, scroll down and find a definition of the term at the bottom of the page.

Every so often, switching up which student is guessing within groups is a great idea.

When the guessing student successfully guesses the term in question, click on it to see another in the same set. Terms are randomly ordered, and will "loop around" to the beginning of the set once the last term in the set is clicked on.

This activity is intended to be a quick, high-engagement vocabulary learning or vocabulary review strategy to last from 5-15 minutes. It can be stretched out longer by having students toggle between multiple standards. Students can get back to the list of standards by clicking on the Back to standards link on the game page.