Difference between revisions of "MS-ETS1-1"
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| style="background-color:white;" | [[Questions:Observing Jupiter#q5|Question 18]] | | style="background-color:white;" | [[Questions:Observing Jupiter#q5|Question 18]] | ||
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| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Middle School Science Glossary]] that come from this standard or from the released Grade 8 Science Test questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * constraint | ||
| + | * criteria | ||
| + | * criterion | ||
| + | * design problem | ||
| + | * design solution | ||
| + | * engineering problem | ||
| + | * natural environment | ||
| + | * potential impact | ||
| + | * precision | ||
| + | * scientific principle | ||
| + | * solution | ||
| + | * successful solution | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Observing Jupiter#q5|atmosphere]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|axis of rotation]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|data]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|environment]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|habitable environment]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|icy moon]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|magnetic field]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|moon]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|ocean]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|spacecraft]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|tilt]] – Spring 2025 | ||
| + | * [[Questions:Observing Jupiter#q5|topography]] – Spring 2025 | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
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| Level2 = Define the constraints of a design problem, taking into account relevant scientific principles, or potential impacts on people or the natural environment, that may limit possible solutions. | | Level2 = Define the constraints of a design problem, taking into account relevant scientific principles, or potential impacts on people or the natural environment, that may limit possible solutions. | ||
| Level1 = Identify one criterium or constraint to a design problem, from those provided, that best ensures a successful solution to a potential impact on people or the natural environment. | | Level1 = Identify one criterium or constraint to a design problem, from those provided, that best ensures a successful solution to a potential impact on people or the natural environment. | ||
| + | | Example1 = <span class="pld-chip pld-chip-ms">[[Questions:Observing Jupiter#q5|Spring 2025 · Q18]]</span> | ||
}} | }} | ||
Latest revision as of 09:45, 18 October 2026
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-ETS1-1 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2025 Grade 8 Test | Observing Jupiter | Question 18 |
Vocabulary
Terms from the Middle School Science Glossary that come from this standard or from the released Grade 8 Science Test questions that assess it.
From this standard
- constraint
- criteria
- criterion
- design problem
- design solution
- engineering problem
- natural environment
- potential impact
- precision
- scientific principle
- solution
- successful solution
From released test questions
- atmosphere – Spring 2025
- axis of rotation – Spring 2025
- data – Spring 2025
- environment – Spring 2025
- habitable environment – Spring 2025
- icy moon – Spring 2025
- magnetic field – Spring 2025
- moon – Spring 2025
- ocean – Spring 2025
- spacecraft – Spring 2025
- tilt – Spring 2025
- topography – Spring 2025
Performance Level Descriptions
Every Grade 8 Science Test question on MS-ETS1-1 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Identify one criterium or constraint to a design problem, from those provided, that best ensures a successful solution to a potential impact on people or the natural environment. Spring 2025 · Q18
Level 2: Define the constraints of a design problem, taking into account relevant scientific principles, or potential impacts on people or the natural environment, that may limit possible solutions.
Level 3: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Level 4: Define the criteria and constraints of a design problem, specifying the importance of each, with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-ETS1-1.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-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
- Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
Disciplinary Core Ideas
- ETS1.A: Defining and Delimiting Engineering Problems
- The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
Crosscutting Concepts
- There are no Crosscutting Concepts linked to this standard.