# The Standards

### Engineering Design

#### Students who demonstrate understanding can:

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-1

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

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-ETS1-2

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

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-ETS1-3

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

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. HS-ETS1-4

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

##### Science and Engineering Practices

Asking questions and defining problems in 9–12 builds on grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

##### Crosscutting Concepts

Systems and System Models

###### Connections to Engineering, Technology, and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

### Common Core State Standards Connections

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)
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)

### First Time Visitors

National Science Teaching Association
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