Difference between revisions of "HS-ETS1-4"
From NY Science Standards Wiki
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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 = Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem. | ||
| + | | Level4 = Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. | ||
| + | | Level3 = Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem. | ||
| + | | Level2 = Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem. | ||
| + | | Level1 = Identify the impact of a given solution to a complex real-world problem. | ||
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| − | | SEP1 = | + | | SEP1 = Using Mathematics and Computational Thinking |
| − | | DCI1 = | + | * Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. |
| − | | CC1 = | + | | DCI1 = ETS1.B: Developing Possible Solutions |
| + | * Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. | ||
| + | | CC1 = Systems and System Models | ||
| + | * Models (e.g., physical, mathematical, computer models) can be used to simulate systems and their interactions – include energy, matter, and information flows – within and between systems at different scales. | ||
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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-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.</metadesc> | ||
Latest revision as of 12:16, 11 April 2025
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
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.
Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.
Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem.
Identify the impact of a given solution to a complex real-world problem.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-4.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ETS1-4 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ETS1-4 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Using Mathematics and Computational Thinking
- Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems.
Disciplinary Core Ideas
- ETS1.B: Developing Possible Solutions
- Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
Crosscutting Concepts
- Systems and System Models
- Models (e.g., physical, mathematical, computer models) can be used to simulate systems and their interactions – include energy, matter, and information flows – within and between systems at different scales.
Page contributors: Caroline Leonard, Conrad Richman