Difference between revisions of "HS-ETS1-3"
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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| + | {{PerformanceLevel}} | ||
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| + | | Level5 = Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment. | ||
| + | | Level4 = Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. | ||
| + | | Level3 = Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts. | ||
| + | | Level2 = Describe a solution to a complex real-world problem based on given criteria and constraints. | ||
| + | | Level1 = Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints. | ||
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| − | + | * [[Questions:Coral Reefs Sample Cluster#q6|(Biology) Coral Reefs Q6]] | |
| + | * [[Questions:Sampler Automotive Optics#q5|(Physics) Automotive Optics Q5]] | ||
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| − | | SEP1 = | + | | SEP1 = Constructing Explanations and Designing Solutions |
| − | | DCI1 = | + | * Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. |
| − | | CC1 = | + | | DCI1 = ETS1.B: Developing Possible Solutions |
| + | * When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. | ||
| + | | 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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| TOPIC = HS. Engineering Design | | TOPIC = HS. Engineering Design | ||
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| + | <metadesc>NYS Standard HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.</metadesc> | ||
Latest revision as of 14:13, 19 April 2025
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
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 a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts.
Describe a solution to a complex real-world problem based on given criteria and constraints.
Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-3.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ETS1-3 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-ETS1-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Designing Solutions
- Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Disciplinary Core Ideas
- ETS1.B: Developing Possible Solutions
- When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
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