Students who demonstrate understanding can:
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.
Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.
Influence of Science, Engineering, and Technology on Society and the Natural World
Identifying the problem to be solved
a. Students analyze a major global problem. In their analysis, students:
i. Describe* the challenge with a rationale for why it is a major global challenge;
ii. Describe*, qualitatively and quantitatively, the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and
iii. Document background research on the problem from two or more sources, including research journals.
Defining the process or system boundaries, and the components of the process or system
a. In their analysis, students identify the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem.
b. In their analysis, students describe* societal needs and wants that are relative to the problem (e.g., for controlling CO2 emissions, societal needs include the need for cheap energy).
Defining the criteria and constraints
Students who demonstrate understanding can:
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.
Using scientific knowledge to generate the design solution
a. Students restate the original complex problem into a finite set of two or more sub-problems (in writing or as a diagram or flow chart).
b. For at least one of the sub-problems, students propose two or more solutions that are based on student-generated data and/or scientific information from other sources.
c. Students describe* how solutions to the sub-problems are interconnected to solve all or part of the larger problem.
Describing criteria and constraints, including quantification when appropriate
a. Students describe* criteria and constraints for the selected sub-problem.
b. Students describe* the rationale for the sequence of how sub-problems are to be solved, and which criteria should be given highest priority if tradeoffs must be made.
Students who demonstrate understanding can:
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.
Influence of Science, Engineering, and Technology on Society and the Natural World
Evaluating potential solutions
a. In their evaluation of a complex real-world problem, students:
i. Generate a list of three or more realistic criteria and two or more constraints, including such relevant factors as cost, safety, reliability, and aesthetics that specifies an acceptable solution to a complex real-world problem;
ii. Assign priorities for each criterion and constraint that allows for a logical and systematic evaluation of alternative solution proposals;
iii. Analyze (quantitatively where appropriate) and describe* the strengths and weaknesses of the solution with respect to each criterion and constraint, as well as social and cultural acceptability and environmental impacts;
iv. Describe* possible barriers to implementing each solution, such as cultural, economic, or other sources of resistance to potential solutions; and
v. Provide an evidence-based decision of which solution is optimum, based on prioritized criteria, analysis of the strengths and weaknesses (costs and benefits) of each solution, and barriers to be overcome.
Refining and/or optimizing the design solution
Students who demonstrate understanding can:
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.
Representation
a. Students identify the following components from a given computer simulation:
i. The complex real-world problem with numerous criteria and constraints;
ii. The system that is being modeled by the computational simulation, including the boundaries of the systems;
iii. What variables can be changed by the user to evaluate the proposed solutions, tradeoffs, or other decisions; and
iv. The scientific principle(s) and/or relationship(s) being used by the model.
Computational Modeling
a. Students use the given computer simulation to model the proposed solutions by:
i. Selecting logical and realistic inputs; and
ii. Using the model to simulate the effects of different solutions, tradeoffs, or other decisions.
Analysis
a. Students compare the simulated results to the expected results.
b. Students interpret the results of the simulation and predict the effects of the proposed solutions within and between systems relevant to the problem based on the interpretation.
c. Students identify the possible negative consequences of solutions that outweigh their benefits.
d. Students identify the simulation’s limitations.