Difference between revisions of "MS-ETS1-4"
From NY Science Standards Wiki
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| + | | Level4 = Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved, and compare this design to other solutions to the same problem. | ||
| + | | Level3 = Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | ||
| + | | Level2 = Given a model, collect data using iterative testing and identify one modification of a proposed object, tool, or process that can improve the design. | ||
| + | | Level1 = Given a model and data collected from iterative testing, identify one modification that could improve the design. | ||
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| − | | SEP1 = | + | | SEP1 = Developing and Using Models |
| − | | DCI1 = | + | * Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. |
| − | | CC1 = | + | | DCI1 = ETS1.B: Developing Possible Solutions |
| + | * A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. | ||
| + | * Models of all kinds are important for testing solutions. | ||
| + | | CC1 = ''There are no Crosscutting Concepts linked to this standard.'' | ||
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| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. Engineering Design | | TOPIC = MS. Engineering Design | ||
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Revision as of 13:31, 5 May 2025
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved, and compare this design to other solutions to the same problem.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Given a model, collect data using iterative testing and identify one modification of a proposed object, tool, or process that can improve the design.
Given a model and data collected from iterative testing, identify one modification that could improve the design.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-ETS1-4.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-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 MS-ETS1-4 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Developing and Using Models
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.
Disciplinary Core Ideas
- ETS1.B: Developing Possible Solutions
- A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
- Models of all kinds are important for testing solutions.
Crosscutting Concepts
- There are no Crosscutting Concepts linked to this standard.
Connections to Other Standards
MS-ETS1-4 connections to ELA, math, and other science standards as outlined by the NYS Education Department:
Page contributors: Caroline Leonard, Shirley Shameen