HS-ETS1-2   Engineering Design

Students who demonstrate understanding can:

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.
The performance expectation above 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

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories.

Disciplinary Core Ideas

ETS1.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

Connections to MS-ETS1.C: Optimizing the Design Solution include:

Physical Science: HS-PS1-6, HS-PS2-3

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

Mathematics -
MP.4Model with mathematics. (HS-ETS1-2)

HS-ETS1-2   Engineering Design

Students who demonstrate understanding can:

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.
The performance expectation above 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

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories.

Disciplinary Core Ideas

ETS1.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

Connections to MS-ETS1.C: Optimizing the Design Solution include:

Physical Science: HS-PS1-6, HS-PS2-3

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

Mathematics -
MP.4Model with mathematics. (HS-ETS1-2)

HS-ETS1-2   Engineering Design

Students who demonstrate understanding can:

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.
The performance expectation above 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

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories.

Disciplinary Core Ideas

ETS1.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

Connections to MS-ETS1.C: Optimizing the Design Solution include:

Physical Science: HS-PS1-6, HS-PS2-3

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

Mathematics -
MP.4Model with mathematics. (HS-ETS1-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
HS-ETS1-2-1 Evidence Statements
Related Quality Units
High School: New Visions for Public Schools: Evolution of Sick Humans
High School: OpenSciEd Unit C.4 Chemical Reactions in Our World
High School: OpenSciEd Unit B.2 Ecosystems: Matter & Energy
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 3
High School Conceptual Progression Model Course 1: Bundle 5
High School Conceptual Progression Model Course 2: Bundle 2
High School Conceptual Progression Model Course 3: Bundle 3
High School Domains Model Course 2: Physics: Bundle 3
High School Domains Model Course 3: Life Sciences: Bundle 6

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...