Creative Development · ⁨التطوير الإبداعي⁩

Enduring Understanding (CRD-1): Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

Learning Objective CRD-1.A: Explain how computing innovations are improved through collaboration. [Skill 1.C]

• CRD-1.A.1 A computing innovation includes a program as an integral part of its function.
• CRD-1.A.2 A computing innovation can be physical (e.g., self-driving car), nonphysical computing software (e.g., picture editing software), or a nonphysical computing concept (e.g., e-commerce).
• CRD-1.A.3 Effective collaboration produces a computing innovation that reflects the diversity of talents and perspectives of those who designed it.
• CRD-1.A.4 Collaboration that includes diverse perspectives helps avoid bias in the development of computing innovations.
• CRD-1.A.5 Consultation and communication with users are important aspects of the development of computing innovations.
• CRD-1.A.6 Information gathered from potential users can be used to understand the purpose of a program from diverse perspectives and to develop a program that fully incorporates these perspectives.

Learning Objective CRD-1.B: Explain how computing innovations are developed by groups of people. [Skill 1.C]

• CRD-1.B.1 Online tools support collaboration by allowing programmers to share and provide feedback on ideas and documents.
• CRD-1.B.2 Common models such as pair programming exist to facilitate collaboration.

Learning Objective CRD-1.C: Demonstrate effective interpersonal skills during collaboration. [Skill 1.C]

• CRD-1.C.1 Effective collaborative teams practice interpersonal skills, including but not limited to:
  • communication
  • consensus building
  • conflict resolution
  • negotiation

Enduring Understanding (CRD-2): Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

Learning Objective CRD-2.A: Describe the purpose of a computing innovation. [Skill 1.A]

• CRD-2.A.1 The purpose of computing innovations is to solve problems or to pursue interests through creative expression.
• CRD-2.A.2 An understanding of the purpose of a computing innovation provides developers with an improved ability to develop that computing innovation.

Learning Objective CRD-2.B: Explain how a program or code segment functions. [Skill 4.A]

• CRD-2.B.1 A program is a collection of program statements that performs a specific task when run by a computer. A program is often referred to as software.
• CRD-2.B.2 A code segment is a collection of program statements that is part of a program.
• CRD-2.B.3 A program needs to work for a variety of inputs and situations.
• CRD-2.B.4 The behavior of a program is how a program functions during execution and is often described by how a user interacts with it.
• CRD-2.B.5 A program can be described broadly by what it does, or in more detail by both what the program does and how the program statements accomplish this function.

Learning Objective CRD-2.C: Identify input(s) to a program. [Skill 3.A]

• CRD-2.C.1 Program inputs are data sent to a computer for processing by a program. Input can come in a variety of forms, such as tactile, audio, visual, or text.
• CRD-2.C.2 An event is associated with an action and supplies input data to a program.
• CRD-2.C.3 Events can be generated when a key is pressed, a mouse is clicked, a program is started, or any other defined action occurs that affects the flow of execution.
• CRD-2.C.4 Inputs usually affect the output produced by a program.
• CRD-2.C.5 In event-driven programming, program statements are executed when triggered rather than through the sequential flow of control.
• CRD-2.C.6 Input can come from a user or other programs.

Learning Objective CRD-2.D: Identify output(s) produced by a program. [Skill 3.A]

• CRD-2.D.1 Program outputs are any data sent from a program to a device. Program output can come in a variety of forms, such as tactile, audio, visual, or text.
• CRD-2.D.2 Program output is usually based on a program's input or prior state (e.g., internal values).

Enduring Understanding (CRD-2): Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

Learning Objective CRD-2.E: Develop a program using a development process. [Skill 1.B]

• CRD-2.E.1 A development process can be ordered and intentional, or exploratory in nature.
• CRD-2.E.2 There are multiple development processes. The following phases are commonly used when developing a program:
  • investigating and reflecting
  • designing
  • prototyping
  • testing
• CRD-2.E.3 A development process that is iterative requires refinement and revision based on feedback, testing, or reflection throughout the process. This may require revisiting earlier phases of the process.
• CRD-2.E.4 A development process that is incremental is one that breaks the problem into smaller pieces and makes sure each piece works before adding it to the whole.

Learning Objective CRD-2.F: Design a program and its user interface. [Skill 1.B]

• CRD-2.F.1 The design of a program incorporates investigation to determine its requirements.
• CRD-2.F.2 Investigation in a development process is useful for understanding and identifying the program constraints, as well as the concerns and interests of the people who will use the program.
• CRD-2.F.3 Some ways investigation can be performed are as follows:
  • collecting data through surveys
  • user testing
  • interviews
  • direct observations
• CRD-2.F.4 Program requirements describe how a program functions and may include a description of user interactions that a program must provide.
• CRD-2.F.5 A program's specification defines the requirements for the program.
• CRD-2.F.6 In a development process, the design phase outlines how to accomplish a given program specification.
• CRD-2.F.7 The design phase of a program may include:
  • brainstorming
  • planning and storyboarding
  • organizing the program into modules and functional components
  • creation of diagrams that represent the layouts of the user interface
  • development of a testing strategy for the program

Learning Objective CRD-2.G: Describe the purpose of a code segment or program by writing documentation. [Skill 4.A]

• CRD-2.G.1 Program documentation is a written description of the function of a code segment, event, procedure, or program and how it was developed.
• CRD-2.G.2 Comments are a form of program documentation written into the program to be read by people and do not affect how a program runs.
• CRD-2.G.3 Programmers should document a program throughout its development.
• CRD-2.G.4 Program documentation helps in developing and maintaining correct programs when working individually or in collaborative programming environments.
• CRD-2.G.5 Not all programming environments support comments, so other methods of documentation may be required.

Learning Objective CRD-2.H: Acknowledge code segments used from other sources. [Skill 1.C]

• CRD-2.H.1 It is important to acknowledge any code segments that were developed collaboratively or by another source.
• CRD-2.H.2 Acknowledgement of a code segment(s) written by someone else and used in a program can be in the program documentation. The acknowledgement should include the origin or original author's name.

Enduring Understanding (CRD-2): Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

Learning Objective CRD-2.I: For errors in an algorithm or program: a. Identify the error. [Skill 4.C] b. Correct the error. [Skill 4.C]

• CRD-2.I.1 A logic error is a mistake in the algorithm or program that causes it to behave incorrectly or unexpectedly.
• CRD-2.I.2 A syntax error is a mistake in the program where the rules of the programming language are not followed.
• CRD-2.I.3 A run-time error is a mistake in the program that occurs during the execution of a program. Programming languages define their own run-time errors.
• CRD-2.I.4 An overflow error is an error that occurs when a computer attempts to handle a number that is outside of the defined range of values.
• CRD-2.I.5 The following are effective ways to find and correct errors:
  • test cases
  • hand tracing
  • visualizations
  • debuggers
  • adding extra output statement(s)

Learning Objective CRD-2.J: Identify inputs and corresponding expected outputs or behaviors that can be used to check the correctness of an algorithm or program. [Skill 4.C]

• CRD-2.J.1 In the development process, testing uses defined inputs to ensure that an algorithm or program is producing the expected outcomes. Programmers use the results from testing to revise their algorithms or programs.
• CRD-2.J.2 Defined inputs used to test a program should demonstrate the different expected outcomes that are at or just beyond the extremes (minimum and maximum) of input data.
• CRD-2.J.3 Program requirements are needed to identify appropriate defined inputs for testing.