Difference between revisions of "HS-ETS1-2"

From NY Science Standards Wiki
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first))
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'''<big>Chemistry</big>'''
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
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! style="padding: 0.5em 1.5em;" | Cluster
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! style="padding: 0.5em 1.5em;" | Question
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|-
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| style="background-color:white;" | [[August 2026 Chemistry Exam|August 2026]]
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| style="background-color:white;" | [[Questions:The Great American Solar Eclipse|The Great American Solar Eclipse]]
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| style="background-color:white;" | [[Questions:The Great American Solar Eclipse#q3|Question 12]]
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|-
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| rowspan="2" style="background-color:white;" | [[June 2026 Chemistry Exam|June 2026]]
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| style="background-color:white;" | [[Questions:Urban Heat Islands|Urban Heat Islands]]
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| style="background-color:white;" | [[Questions:Urban Heat Islands#q4|Question 22]]
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|-
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| style="background-color:white;" | [[Questions:Indoor Air Pollution|Indoor Air Pollution]]
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| style="background-color:white;" | [[Questions:Indoor Air Pollution#q1|Question 46]]
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|}
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'''<big>Physics</big>'''
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
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! style="padding: 0.5em 1.5em;" | Cluster
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! style="padding: 0.5em 1.5em;" | Question
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|-
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| style="background-color:white;" | [[June 2026 Physics Exam|June 2026]]
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| style="background-color:white;" | [[Questions:Motorcycle Helmets|Motorcycle Helmets]]
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| style="background-color:white;" | [[Questions:Motorcycle Helmets#q1|Question 15]]
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|}
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'''<big>Biology</big>'''
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
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! style="padding: 0.5em 1.5em;" | Cluster
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! style="padding: 0.5em 1.5em;" | Question
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|-
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| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
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| style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]]
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| style="background-color:white;" | [[Questions:Invasive Mussels#q5|Question 39]]
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|-
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| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
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| style="background-color:white;" | [[Questions:Two Kinds of Twins|Two Kinds of Twins]]
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| style="background-color:white;" | [[Questions:Two Kinds of Twins#q5|Question 5]]
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|-
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| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats|Honeybee Behavior and Threats]]
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| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q1|Question 28]]
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|-
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| style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
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| style="background-color:white;" | [[Questions:Nature or Nurture?|Nature or Nurture?]]
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| style="background-color:white;" | [[Questions:Nature or Nurture?#q6|Question 48]]
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|}
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'''<big>Earth & Space Science</big>'''
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
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! style="padding: 0.5em 1.5em;" | Cluster
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! style="padding: 0.5em 1.5em;" | Question
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|-
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| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
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| style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]]
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| style="background-color:white;" | [[Questions:Human Impact on Earth#q5|Question 45]]
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|}
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== {{Dimensionsheading}} ==
 
== {{Dimensionsheading}} ==

Revision as of 22:05, 20 September 2026

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Note: this is a performance expectation for four classes: Earth and Space Science, Biology, Chemistry, and Physics.

Performance Level Descriptions

PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.

☐
Level 1: Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
☐
Level 2: Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
☐
Level 3: Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
☐
Level 4: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
☐
Level 5: For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem.


Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-2.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


Assessment

What assessment of HS-ETS1-2 might look like on a NY state exam.

Chemistry

Exam Cluster Question
August 2026 The Great American Solar Eclipse Question 12
June 2026 Urban Heat Islands Question 22
Indoor Air Pollution Question 46

Physics

Exam Cluster Question
June 2026 Motorcycle Helmets Question 15

Biology

Exam Cluster Question
August 2026 Invasive Mussels Question 39
January 2026 Two Kinds of Twins Question 5
Honeybee Behavior and Threats Question 28
June 2025 Nature or Nurture? Question 48

Earth & Space Science

Exam Cluster Question
June 2025 Human Impact on Earth Question 45


NGSS Dimensions

Performance expectation HS-ETS1-2 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
    • Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations
Disciplinary Core Ideas
  • EST1.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
  • N/A
Page contributors: Conrad Richman, Caroline Leonard
Earth and Space Science, Biology, Chemistry, and Physics | HS. Engineering Design
Retrieved from "https://nyssls.info/index.php?title=HS-ETS1-2&oldid=5049"

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