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  • High School

    Engineering Design

Students who demonstrate understanding can:

Performance Expectations

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

    Clarification Statement and Assessment Boundary
  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-ETS1-2

    Clarification Statement and Assessment Boundary
  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-ETS1-3

    Clarification Statement and Assessment Boundary
  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. HS-ETS1-4

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Asking Questions and Defining Problems

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.

Disciplinary Core Ideas

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

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)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • The WISEngineering hydroponics project aims to help students develop their understanding of photosynthesis and cellular respiration. WISEngineering is a free online, engineering-design learning environment that scaffolds engineering design by guid…

  • This article by Dr. Stuart Burge provides step-by-step directions on how to use a Pugh Matrix (also called a Pugh Chart, Pugh Method, and Decision Matrix). A Pugh Matrix is used by engineers to evaluate multiple design options based on a set of crite…

  • Do you have a great resource to share with the community? Click here.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.