ETS
Engineering, Technology and Applications of Science
Engineering, Technology and Applications of Science
Slides: Engineering, Technology, and Applications of Science (ETS) Standards
Slides: Structure & Function
Slides: Engineering Activities
Slides: Air Pollution Solutions
CSCS Activity: Air Pollution
CSCS Activity: Atmospheric Carbon Dioxide
Engineering and design thinking should be woven into science teaching, not reserved for optional electives. ETS-related PEs are part of the core NGSS across middle and high school. Design a grade-appropriate ETS activity for a subject you teach that adresses these NGSS ETS standards:
ETS-1: Engineering Design, with sub-areas:
ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ETS-2: Links Among Engineering, Technology, Science, and Society, with sub-areas:
ETS2.A: Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
The activity should address two or more of the Middle School OR High School Performance Expectations (PE) for Engineering, Technology and Applications of Science (ETS). Your lessons should include the items listed below:
An effective activity begins with a clear, authentic problem that includes criteria and constraints. The challenge should relate to real situations so students understand its purpose. Defining the problem carefully sets the foundation for all later engineering work.
Students generate multiple solution ideas, compare them, and refer to relevant science concepts when explaining their thinking. This stage highlights creativity and shows that engineering has many possible approaches, not just one.
Students select a promising idea, plan it, and create a prototype. They make design decisions, test materials, and document their reasoning. The goal is active engagement with scientific principles while building a first model.
Students test their prototypes to collect measurable data that directly relates to the design criteria. Testing must produce evidence students can interpret, reinforcing that engineering relies on data-based decision-making.
Students revise their design based on test results, adjusting variables and producing improved versions. Iteration teaches that engineering solutions develop through repeated refinement, not a single attempt.
Describe how this activity was employed and its effectiveness. Note: If you are unable to employ this activity, provide brief and specific examples of how you can address each of the ETS Performance Expectations (either MS or HS) in a specific course you teach.