Difference between revisions of "HS-ETS1-4"
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== Vocabulary == | == Vocabulary == | ||
| − | Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]. | + | Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the [[Chemistry Glossary]]; Physics terms are from the [[Physics Glossary]]; Biology terms are from the [[Biology Glossary]]; Earth & Space Science terms are from the [[Earth & Space Science Glossary]]. |
'''<big>Chemistry</big>''' | '''<big>Chemistry</big>''' | ||
| Line 43: | Line 43: | ||
'''<big>Physics</big>''' | '''<big>Physics</big>''' | ||
| − | + | <div class="vocab-subhead">From this standard</div> | |
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * complex real-world problem | ||
| + | * computer simulation | ||
| + | * constraints | ||
| + | * criteria | ||
| + | * design solution | ||
| + | * energy | ||
| + | * engineering | ||
| + | * interaction | ||
| + | * interactions within and between systems | ||
| + | * mathematical model | ||
| + | * physical model | ||
| + | * proposed solutions | ||
| + | * scale (of a model) | ||
| + | * simulation | ||
| + | * solution | ||
| + | * system | ||
| + | </div> | ||
'''<big>Biology</big>''' | '''<big>Biology</big>''' | ||
| − | + | <div class="vocab-subhead">From this standard</div> | |
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * constraint | ||
| + | * criteria | ||
| + | * design solution | ||
| + | * matter | ||
| + | * system model | ||
| + | </div> | ||
'''<big>Earth & Space Science</big>''' | '''<big>Earth & Space Science</big>''' | ||
| − | + | <div class="vocab-subhead">From this standard</div> | |
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * complex real-world problem | ||
| + | * computer simulation | ||
| + | * constraints | ||
| + | * criteria | ||
| + | * design solution | ||
| + | * Earth | ||
| + | * model | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Mount Morris Dam in Letchworth State Park#q4|erosion]] – Jan 2026 | ||
| + | * [[Questions:Mount Morris Dam in Letchworth State Park#q4|fresh water]] – Jan 2026 | ||
| + | * [[Questions:Mount Morris Dam in Letchworth State Park#q4|river]] – Jan 2026 | ||
| + | * [[Questions:Mount Morris Dam in Letchworth State Park#q4|sediment]] – Jan 2026 | ||
| + | </div> | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 19:44, 27 September 2026
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.
Assessment
What assessment of HS-ETS1-4 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| January 2026 | Mount Morris Dam in Letchworth State Park | Question 41 |
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.
☐
Level 1: Identify the impact of a given solution to a complex real-world problem.
☐
Level 2: 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.
☐
Level 3: 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.
☐
Level 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.
☐
Level 5: 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.
Vocabulary
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the Chemistry Glossary; Physics terms are from the Physics Glossary; Biology terms are from the Biology Glossary; Earth & Space Science terms are from the Earth & Space Science Glossary.
Chemistry
From this standard
- computer simulation
- constraint
- criteria
- design solution
- energy
- matter
- system
Physics
From this standard
- complex real-world problem
- computer simulation
- constraints
- criteria
- design solution
- energy
- engineering
- interaction
- interactions within and between systems
- mathematical model
- physical model
- proposed solutions
- scale (of a model)
- simulation
- solution
- system
Biology
From this standard
- constraint
- criteria
- design solution
- matter
- system model
Earth & Space Science
From this standard
- complex real-world problem
- computer simulation
- constraints
- criteria
- design solution
- Earth
- model
From released exam questions
- erosion – Jan 2026
- fresh water – Jan 2026
- river – Jan 2026
- sediment – Jan 2026
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.
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