Difference between revisions of "HS-ETS1-2"

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{{Navlinks|HS-ETS1-1|HS-ETS1-3|← HS-ETS1-1|HS-ETS1-3 →}}
 
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| topic = Breaking Down Complex Problems
 
| ls = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
 
| ls = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
 
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| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
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| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026 Chemistry Regents]]
 
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
 
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
 
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q3|Question 12]]
 
| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q3|Question 12]]
 
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| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
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| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026 Chemistry Regents]]
 
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
 
| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
 
| style="background-color:white;" | [[Questions:Urban Heat Islands#q4|Question 22]]
 
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| style="background-color:white;" | [[June 2026 Physics Exam|June 2026 Physics Regents]]
 
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
 
| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
 
| style="background-color:white;" | [[Questions:Motorcycle Helmets#q1|Question 15]]
 
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| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026 Biology Regents]]
 
| style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]]
 
| style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]]
 
| style="background-color:white;" | [[Questions:Invasive Mussels#q5|Question 39]]
 
| style="background-color:white;" | [[Questions:Invasive Mussels#q5|Question 39]]
 
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| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
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| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026 Biology Regents]]
 
| style="background-color:white;" | [[Questions:Two Kinds of Twins|Two Kinds of Twins]]
 
| style="background-color:white;" | [[Questions:Two Kinds of Twins|Two Kinds of Twins]]
 
| style="background-color:white;" | [[Questions:Two Kinds of Twins#q5|Question 5]]
 
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| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q1|Question 28]]
 
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q1|Question 28]]
 
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| style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
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| style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025 Biology Regents]]
 
| style="background-color:white;" | [[Questions:Nature or Nurture?|Nature or Nurture?]]
 
| style="background-color:white;" | [[Questions:Nature or Nurture?|Nature or Nurture?]]
 
| style="background-color:white;" | [[Questions:Nature or Nurture?#q6|Question 48]]
 
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| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
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| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025 Earth and Space Sciences Regents]]
 
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
 
| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
 
| style="background-color:white;" | [[Questions:Human Impact on Earth#q5|Question 45]]
 
| style="background-color:white;" | [[Questions:Human Impact on Earth#q5|Question 45]]
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| TOPIC = HS. Engineering Design
 
| TOPIC = HS. Engineering Design
 
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<metadesc>NYS Standard HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.</metadesc>
 

Revision as of 12:59, 13 October 2026

← HS-ETS1-1
HS-ETS1-3 →

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

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-ETS1-2 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 The Great American Solar Eclipse Question 12
June 2026 Chemistry Regents Urban Heat Islands Question 22
Indoor Air Pollution Question 46

Physics

Exam Cluster Question
June 2026 Physics Regents Motorcycle Helmets Question 15

Biology

Exam Cluster Question
August 2026 Biology Regents Invasive Mussels Question 39
January 2026 Biology Regents Two Kinds of Twins Question 5
Honeybee Behavior and Threats Question 28
June 2025 Biology Regents Nature or Nurture? Question 48

Earth & Space Science

Exam Cluster Question
June 2025 Earth and Space Sciences Regents Human Impact on Earth Question 45

Performance Level Descriptions

Every Regents exam question on HS-ETS1-2 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
Level 2: Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
Level 3: Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
Level 4: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Level 5: For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-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
  • constraint
  • criteria
  • design solution
  • evidence
  • optimize
  • trade-off
From released exam questions

Physics

From this standard
  • complex real-world problem
  • constraints
  • criteria
  • design solution
  • engineering
  • evidence
  • prioritized criteria
  • solution
  • sub-problems
  • trade-offs
From released exam questions

Biology

From this standard
  • constraint
  • criteria
  • design solution
  • trade-off
From released exam questions

Earth & Space Science

From this standard
  • complex real-world problem
  • constraints
  • criteria
  • design solution
  • Earth
  • prioritized criteria
  • sub-problems
  • trade-offs
From released exam questions

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-2.

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


NGSS Dimensions

Performance expectation HS-ETS1-2 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
    • Design 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
  • EST1.C: Optimizing the Design Solution
    • Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
Crosscutting Concepts
  • N/A
Page contributors: Conrad Richman, Caroline Leonard
Earth and Space Science, Biology, Chemistry, and Physics | HS. Engineering Design
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