Difference between revisions of "HS-ETS1-1"
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| + | ''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].'' | ||
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| + | | Level5 = Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants. | ||
| + | | Level4 = Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants. | ||
| + | | Level3 = Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants. | ||
| + | | Level2 = Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants. | ||
| + | | Level1 = Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants. | ||
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| − | + | * [[Questions:Prostaglandins Sample Cluster#q6|(Biology) Prostaglandins Q6]] | |
| + | * [[Questions:Old Forest Sample Cluster#q5|(Biology) Old Forest Q5]] | ||
| + | * [[Questions:Smartphone Chemistry Sample Cluster#q4|(Chemistry) Smartphone Chemistry Q4]] | ||
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| − | | SEP1 = | + | | SEP1 = Asking Questions and Defining Problems |
| − | | DCI1 = | + | * Analyze complex real-world problems by specifying criteria and constraints for successful solutions. |
| − | | CC1 = | + | | DCI1 = ETS1.A: Defining and Delimiting Engineering Problems |
| + | * Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. | ||
| + | * Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. | ||
| + | | CC1 = ''Connections to Engineering, Technology, and Applications of Science:'' Influence of Science, Engineering, and Technology on Society and the Natural World | ||
| + | * New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. | ||
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| − | | SUBJECT = [[Chemistry]] | + | | SUBJECT = [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]] |
| TOPIC = HS. Engineering Design | | TOPIC = HS. Engineering Design | ||
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| + | <metadesc>NYS Standard HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.</metadesc> | ||
Latest revision as of 14:51, 19 April 2025
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Note: this is a performance expectation for four classes: Earth and Space Science, Biology, Chemistry, and Physics.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants.
Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.
Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.
Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-1.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ETS1-1 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-ETS1-1 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Asking Questions and Defining Problems
- Analyze complex real-world problems by specifying criteria and constraints for successful solutions.
Disciplinary Core Ideas
- ETS1.A: Defining and Delimiting Engineering Problems
- Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
- Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.
Crosscutting Concepts
- Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World
- New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
Page contributors: Caroline Leonard, Conrad Richman