MS-ETS1-4 Engineering Design

MS-ETS1-4   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

  • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Crosscutting Concepts

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

Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5

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

Physical Science: MS-PS1-6

Articulation of DCIs across grade-bands:

3-5.ETS1.B ; 3-5.ETS1.C ; HS.ETS1.B ; HS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ETS1-4)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-4)
7.SPDevelop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. (MS-ETS1-4)

MS-ETS1-4   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

  • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Crosscutting Concepts

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

Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5

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

Physical Science: MS-PS1-6

Articulation of DCIs across grade-bands:

3-5.ETS1.B ; 3-5.ETS1.C ; HS.ETS1.B ; HS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ETS1-4)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-4)
7.SPDevelop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. (MS-ETS1-4)

MS-ETS1-4   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

  • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Crosscutting Concepts

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

Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5

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

Physical Science: MS-PS1-6

Articulation of DCIs across grade-bands:

3-5.ETS1.B ; 3-5.ETS1.C ; HS.ETS1.B ; HS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ETS1-4)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-4)
7.SPDevelop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. (MS-ETS1-4)

* 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.