HS-ETS1-2
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-2.
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NGSS Dimensions
Performance expectation HS-ETS1-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- 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
- 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.
- N/A