Standards-HighSchoolEngineeringDesign

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High School Engineering Design Standards



Quality science education is based on standards that are rich in content and practice, with aligned curricula, pedagogy, assessment, and teacher preparation and development. The K-12 Next Generation Science Standards have been developed through a collaborative, state-led process managed by Achieve. They are based on the Framework for K–12 Science Education developed by the National Research Council. They are arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The lessons, projects and tutorials we at YourDuino.com have created for students to learn about Arduino and electronics, are linked to the Next Generation Science Standards, Engineering Design section. We have included the standards here for you to use when you are planning lessons and workshops and we are working to link all our educational materials to these important standards.


HS.Engineering Design Engineering Design

Students who demonstrate understanding can:{|

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

|- class="row2b" | colspan="3" | The performance expectations above were developed using [#framework the following elements from the NRC document A Framework for K-12 Science Education]: |- class="row3" | class="blue" | ==Science and Engineering Practices=====Asking Questions and Defining Problems===Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

| class="orange" |

Disciplinary Core Ideas=====ETS1.A: Defining and Delimiting Engineering Problems=

| class="green" |

Crosscutting Concepts=====Systems and System Models=

|- class="ff" | colspan="3" | Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:Physical Science: [/hsps2-motion-stability-forces-interactions HS-PS2-3,] [/hsps3-energy HS-PS3-3]Connections to HS-ETS1.B: Developing Possible Solutions Problems include:Earth and Space Science: [/hsess3-earth-human-activity HS-ESS3-2,] [hsess3-earth-human-activity HS-ESS3-4] Life Science: [/hsls2-ecosystems-interactions-energy-dynamics HS-LS2-7], [/hsls4-biological-evolution-unity-diversity HS-LS4-6]Connections to MS-ETS1.C: Optimizing the Design Solution include:Physical Science: [/hsps1-matter-interactions HS-PS1-6,] [/hsps2-motion-stability-forces-interactions HS-PS2-3] |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:[/msets1-engineering-design MS.ETS1.A] (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); [/msets1-engineering-design MS.ETS1.B] (HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); [/msets1-engineering-design MS.ETS1.C] (HS-ETS1-2),(HS-ETS1-4) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy - |- ! RST.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) |- ! RST.11-12.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3) |- ! RST.11-12.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3) |- | class="head" colspan="2" | Mathematics - |- ! MP.2 | Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4) |- ! MP.4 | Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4) |} |}

HS.Engineering Design Engineering Design

Students who demonstrate understanding can:{|

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

|- class="row2b" | colspan="3" | The performance expectations above were developed using [#framework the following elements from the NRC document A Framework for K-12 Science Education]: |- class="row3" | class="blue" | ==Science and Engineering Practices=====Asking Questions and Defining Problems===Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

| class="orange" |

Disciplinary Core Ideas=====ETS1.A: Defining and Delimiting Engineering Problems=

| class="green" |

Crosscutting Concepts=====Systems and System Models=

|- class="ff" | colspan="3" | Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:Physical Science: [/hsps2-motion-stability-forces-interactions HS-PS2-3,] [/hsps3-energy HS-PS3-3]Connections to HS-ETS1.B: Developing Possible Solutions Problems include:Earth and Space Science: [/hsess3-earth-human-activity HS-ESS3-2,] [hsess3-earth-human-activity HS-ESS3-4] Life Science: [/hsls2-ecosystems-interactions-energy-dynamics HS-LS2-7], [/hsls4-biological-evolution-unity-diversity HS-LS4-6]Connections to MS-ETS1.C: Optimizing the Design Solution include:Physical Science: [/hsps1-matter-interactions HS-PS1-6,] [/hsps2-motion-stability-forces-interactions HS-PS2-3] |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:[/msets1-engineering-design MS.ETS1.A] (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); [/msets1-engineering-design MS.ETS1.B] (HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); [/msets1-engineering-design MS.ETS1.C] (HS-ETS1-2),(HS-ETS1-4) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy - |- ! RST.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) |- ! RST.11-12.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3) |- ! RST.11-12.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3) |- | class="head" colspan="2" | Mathematics - |- ! MP.2 | Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4) |- ! MP.4 | Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4) |} |}

HS.Engineering Design Engineering Design

Students who demonstrate understanding can:{|

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

|- class="row2b" | colspan="3" | The performance expectations above were developed using [#framework the following elements from the NRC document A Framework for K-12 Science Education]: |- class="row3" | class="blue" | ==Science and Engineering Practices=====Asking Questions and Defining Problems===Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

| class="orange" |

Disciplinary Core Ideas=====ETS1.A: Defining and Delimiting Engineering Problems=

| class="green" |

Crosscutting Concepts=====Systems and System Models=

|- class="ff" | colspan="3" | Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:Physical Science: [/hsps2-motion-stability-forces-interactions HS-PS2-3,] [/hsps3-energy HS-PS3-3]Connections to HS-ETS1.B: Developing Possible Solutions Problems include:Earth and Space Science: [/hsess3-earth-human-activity HS-ESS3-2,] [hsess3-earth-human-activity HS-ESS3-4] Life Science: [/hsls2-ecosystems-interactions-energy-dynamics HS-LS2-7], [/hsls4-biological-evolution-unity-diversity HS-LS4-6]Connections to MS-ETS1.C: Optimizing the Design Solution include:Physical Science: [/hsps1-matter-interactions HS-PS1-6,] [/hsps2-motion-stability-forces-interactions HS-PS2-3] |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:[/msets1-engineering-design MS.ETS1.A] (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); [/msets1-engineering-design MS.ETS1.B] (HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); [/msets1-engineering-design MS.ETS1.C] (HS-ETS1-2),(HS-ETS1-4) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy - |- ! RST.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) |- ! RST.11-12.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3) |- ! RST.11-12.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3) |- | class="head" colspan="2" | Mathematics - |- ! MP.2 | Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4) |- ! MP.4 | Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-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.