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]]; 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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* [[Questions:Mount Morris Dam in Letchworth State Park#q4|sediment]] – Jan 2026 | * [[Questions:Mount Morris Dam in Letchworth State Park#q4|sediment]] – Jan 2026 | ||
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| + | {{PerformanceLevel}} | ||
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| + | | Level5 = 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. | ||
| + | | Level4 = 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. | ||
| + | | Level3 = 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. | ||
| + | | Level2 = 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. | ||
| + | | Level1 = Identify the impact of a given solution to a complex real-world problem. | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Revision as of 13:25, 13 October 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.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-ETS1-4 are listed here by exam and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| January 2026 Earth and Space Sciences Regents | Mount Morris Dam in Letchworth State Park | Question 41 |
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
Performance Level Descriptions
Every Regents exam question on HS-ETS1-4 is written to match one of the performance level descriptions (PLDs) below.
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.
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