Difference between revisions of "HS-ETS1-2"
From NY Science Standards Wiki
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''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].'' | ''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].'' | ||
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| + | | Level5 = 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. | ||
| + | | Level4 = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. | ||
| + | | Level3 = 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. | ||
| + | | Level2 = 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. | ||
| + | | Level1 = Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem. | ||
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Latest revision as of 22:35, 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.
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 |
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.
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Level 1: Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
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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.
This section could be expanded upon. You can help out by adding to this section.
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