Difference between revisions of "HS-ETS1-3"

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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]].
 
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]].
  
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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.  
 
| 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.
 
| 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.
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| Example4 = [[Questions:Driving the Florida Panther to Extinction#q4|August 2025 Biology Question 45]], [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|August 2026 Earth and Space Science Question 46]]
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| Example4 = <span class="pld-chip pld-chip-bio">[[Questions:Buzzy Bees#q5|June 2026 Bio · Q32]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Driving the Florida Panther to Extinction#q4|Aug 2025 Bio · Q45]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Ivory and Elephants#q5|Aug 2025 Bio · Q19]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Coral Reefs Sample Cluster#q6|June 2025 Bio · Q6]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Salt Marsh Shoreline#q6|June 2025 Bio · Q27]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q5|Aug 2026 ESS · Q46]]</span>
 
| 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.  
 
| 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.  
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| Example3 = [[Questions:Balloon Arches#q5|June 2026 Chemistry Question 27]], [[Questions:Polycystic Ovary Syndrome (PCOS)#q4|June 2026 Biology Question 18]], [[Questions:Sampler Automotive Optics#q5|Automotive Optics sample cluster Question 5]], [[Questions:Ghost Forests#q5|June 2025 Earth and Space Science Question 40]]
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| Example3 = <span class="pld-chip pld-chip-chem">[[Questions:Balloon Arches#q5|June 2026 Chem · Q27]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Polycystic Ovary Syndrome (PCOS)#q4|June 2026 Bio · Q18]]</span> <span class="pld-chip pld-chip-bio">[[Questions:The Human Journey from One Cell to 30 Trillion#q5|Aug 2025 Bio · Q41]]</span> <span class="pld-chip pld-chip-phys">[[Questions:Sampler Automotive Optics#q5|Phys Sample · Automotive Optics Q5]]</span> <span class="pld-chip pld-chip-ess">[[Questions:The Aral Sea Region#q5|Aug 2026 ESS · Q32]]</span> <span class="pld-chip pld-chip-ess">[[Questions:The James Webb Space Telescope (JWST)#q2|June 2026 ESS · Q20]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Ghost Forests#q5|June 2025 ESS · Q40]]</span>
 
| Level2 = Describe a solution to a complex real-world problem based on given criteria and constraints.  
 
| Level2 = Describe a solution to a complex real-world problem based on given criteria and constraints.  
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| Example2 = [[Questions:Photosynthetic Pathways#q4|June 2026 Chemistry Question 41]], [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|June 2025 Biology Question 42]]
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| Example2 = <span class="pld-chip pld-chip-chem">[[Questions:Photosynthetic Pathways#q4|June 2026 Chem · Q41]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Deep-Sea Dilemmas#q4|Aug 2026 Bio · Q8]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Keystone Species: Black-Tailed Prairie Dogs#q5|June 2025 Bio · Q42]]</span>
 
| Level1 = Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.  
 
| Level1 = Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.  
−
| Example1 = [[Questions:How Glow Became Gloom#q5|June 2026 Chemistry Question 5]], [[Questions:Space Invader#q4|January 2026 Biology Question 9]], [[Questions:From Astro Blaster to Supernova#q5|June 2026 Physics Question 40]], [[Questions:Bennu#q5|January 2026 Earth and Space Science Question 37]]
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| Example1 = <span class="pld-chip pld-chip-chem">[[Questions:Safe Transport of Drinking Water#q1|Aug 2026 Chem · Q44]]</span> <span class="pld-chip pld-chip-chem">[[Questions:How Glow Became Gloom#q5|June 2026 Chem · Q5]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Nitrogen: Friend or Foe?#q4|June 2026 Bio · Q9]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Space Invader#q4|Jan 2026 Bio · Q9]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Salt Marsh Shoreline#q4|June 2025 Bio · Q25]]</span> <span class="pld-chip pld-chip-phys">[[Questions:From Astro Blaster to Supernova#q5|June 2026 Phys · Q40]]</span> <span class="pld-chip pld-chip-ess">[[Questions:New York’s Concrete Industry#q4|June 2026 ESS · Q31]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Bennu#q5|Jan 2026 ESS · Q37]]</span>
 
}}
 
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Latest revision as of 11:22, 18 October 2026

← HS-ETS1-2
HS-ETS1-4 →

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.

Regents Exam Questions

Released New York State Regents exam questions that assess HS-ETS1-3 are listed here by exam and question cluster. Each link opens the question with its answer key.

Chemistry

Exam Cluster Question
August 2026 Chemistry Regents Safe Transport of Drinking Water Question 44
June 2026 Chemistry Regents How Glow Became Gloom Question 5
Balloon Arches Question 27
Photosynthetic Pathways Question 41

Physics

Exam Cluster Question
June 2026 Physics Regents From Astro Blaster to Supernova Question 40
Physics sample clusters (Spring 2025) Automotive Optics Question 5

Biology

Exam Cluster Question
August 2026 Biology Regents Deep-Sea Dilemmas Question 8
June 2026 Biology Regents Nitrogen: Friend or Foe? Question 9
Polycystic Ovary Syndrome (PCOS) Question 18
Buzzy Bees Question 32
January 2026 Biology Regents Space Invader Question 9
August 2025 Biology Regents Ivory and Elephants Question 19
The Human Journey from One Cell to 30 Trillion Question 41
Driving the Florida Panther to Extinction Question 45
June 2025 Biology Regents Salt Marsh Shoreline Question 25
Salt Marsh Shoreline Question 27
Keystone Species: Black-Tailed Prairie Dogs Question 42
Biology sample clusters (Spring 2024) Coral Reefs Question 6

Earth & Space Science

Exam Cluster Question
August 2026 Earth and Space Sciences Regents The Aral Sea Region Question 32
Hunga Tonga-Hunga Ha’pai Volcano Question 46
June 2026 Earth and Space Sciences Regents The James Webb Space Telescope (JWST) Question 20
New York’s Concrete Industry Question 31
January 2026 Earth and Space Sciences Regents Bennu Question 37
June 2025 Earth and Space Sciences Regents Ghost Forests Question 40

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
  • constraint
  • criteria
  • evidence
  • reliability
  • trade-off
From released exam questions

Physics

From this standard
  • aesthetics
  • complex real-world problem
  • constraints
  • cost
  • costs and benefits
  • criteria
  • engineering
  • evidence
  • new technologies
  • prioritized criteria
  • reliability
  • safety
  • social, cultural, and environmental impacts
  • solution
  • trade-offs
From released exam questions

Biology

From this standard
  • constraint
  • criteria
  • environmental impacts
  • trade-off
From released exam questions

Earth & Space Science

From this standard
  • complex real-world problem
  • constraints
  • cost, safety, reliability, and aesthetics
  • costs and benefits
  • criteria
  • Earth
  • new technologies
  • prioritized criteria
  • social, cultural, and environmental impacts
  • trade-offs
From released exam questions

Performance Level Descriptions

Every Regents exam question on HS-ETS1-3 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints. Aug 2026 Chem · Q44 June 2026 Chem · Q5 June 2026 Bio · Q9 Jan 2026 Bio · Q9 June 2025 Bio · Q25 June 2026 Phys · Q40 June 2026 ESS · Q31 Jan 2026 ESS · Q37
Level 2: Describe a solution to a complex real-world problem based on given criteria and constraints. June 2026 Chem · Q41 Aug 2026 Bio · Q8 June 2025 Bio · Q42
Level 3: 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. June 2026 Chem · Q27 June 2026 Bio · Q18 Aug 2025 Bio · Q41 Phys Sample · Automotive Optics Q5 Aug 2026 ESS · Q32 June 2026 ESS · Q20 June 2025 ESS · Q40
Level 4: 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. June 2026 Bio · Q32 Aug 2025 Bio · Q45 Aug 2025 Bio · Q19 June 2025 Bio · Q6 June 2025 Bio · Q27 Aug 2026 ESS · Q46
Level 5: 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.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-3.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


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: Conrad Richman, Caroline Leonard
Earth and Space Science, Biology, Chemistry, and Physics | HS. Engineering Design
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