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]].'' | ''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].'' | ||
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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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Revision as of 22:35, 20 September 2026
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.
Assessment
What assessment of HS-ETS1-3 might look like on a NY state exam.
Chemistry
| Exam | Cluster | Question |
|---|---|---|
| August 2026 | Safe Transport of Drinking Water | Question 44 |
| June 2026 | How Glow Became Gloom | Question 5 |
| Balloon Arches | Question 27 | |
| Photosynthetic Pathways | Question 41 |
Physics
| Exam | Cluster | Question |
|---|---|---|
| June 2026 | From Astro Blaster to Supernova | Question 40 |
| Sample clusters (Spring 2025) | Automotive Optics | Question 5 |
Biology
Earth & Space Science
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.
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Level 1: Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.
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Level 2: Describe a solution to a complex real-world problem based on given criteria and constraints.
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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.
☐
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.
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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.
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.
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