MS-ETS1-3   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

  • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
  • Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C: Optimizing the Design Solution

  • Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

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

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-3)
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-3)
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-3)

MS-ETS1-3   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

  • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
  • Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C: Optimizing the Design Solution

  • Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

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

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-3)
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-3)
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-3)

MS-ETS1-3   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

  • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
  • Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C: Optimizing the Design Solution

  • Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

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

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-3)
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-3)
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-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.

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