HS-ETS1-3 Engineering Design

HS-ETS1-3   Engineering Design

Students who demonstrate understanding can:

HS-ETS1-3. 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.
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.B: Developing Possible Solutions

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.

Connections to HS-ETS1.B: Developing Possible Solutions Problems include:

Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-7, HS-LS4-6

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-3)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4Model with mathematics. (HS-ETS1-3)

HS-ETS1-3   Engineering Design

Students who demonstrate understanding can:

HS-ETS1-3. 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.
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.B: Developing Possible Solutions

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.

Connections to HS-ETS1.B: Developing Possible Solutions Problems include:

Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-7, HS-LS4-6

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-3)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4Model with mathematics. (HS-ETS1-3)

HS-ETS1-3   Engineering Design

Students who demonstrate understanding can:

HS-ETS1-3. 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.
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.B: Developing Possible Solutions

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.

Connections to HS-ETS1.B: Developing Possible Solutions Problems include:

Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-7, HS-LS4-6

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-3)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4Model with mathematics. (HS-ETS1-3)

* 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.