Engineering.

1. (1) Kindergarten - Grade 2. Engineering Design.
2. (A) Performance expectation 1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
3. (i) Clarification Statement. Simple problems can include local community needs. For example, better bandages for people who get hurt (biomedical engineering) or making buildings stronger against storms (civil engineering).
4. (ii) Assessment Boundary. Questions, observations, and information gathering are focused on a given situation that people wish to change, why people want the situation to change, and the desired outcome of changing the situation.
5. (iii) Science and Engineering Practices. Asking Questions and Defining Problems. Define a simple problem that can be solved through the development of a new or improved object or tool.
6. (iv) Disciplinary Core Ideas. Defining and Delimiting Engineering Problems.
7. (I) A situation that people want to change or create can be approached as a problem to be solved through engineering.
8. (II) Asking questions, making observations, and gathering information are helpful in thinking about problems.
9. (III) Before beginning to design a solution, it is important to clearly understand the problem.
10. (v) Crosscutting Concepts. Cause and Effect. Events have causes that generate observable patterns.
11. (B) Performance expectation 2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
12. (i) Clarification Statement. Sketches, drawings, and physical models help show the relationship between an object’s form and its purpose. For example, a bridge model that spans a gap while maintaining stability, a boat that floats based on its shape, or a better utensil for eating various types of food.
13. (ii) Assessment Boundary. Assessment is limited to identifying relationships between the components in the sketchings, drawings, or physical models (e.g., the shape(s) of the object and the object’s function, and the object and the problem it is designed to solve).
14. (iii) Science and Engineering Practices. Developing and Using Models. Develop a simple model based on evidence to represent a proposed object or tool.
15. (iv) Disciplinary Core Ideas. Developing Possible Solutions. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.
16. (v) Crosscutting Concepts. Structure and Function. The shape and stability of structures for natural and designed objects are related to their function(s).
17. (C) Performance expectation 3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
18. (i) Clarification Statement. With guidance, students can use graphical displays (e.g., tables, pictographs, line plots) to organize given data from testing two different objects, including data about the features and relative performance of each solution.
19. (ii) Assessment Boundary. Patterns in data could include how each of the objects performed, relative to the other object and the intended performance, or how various features (e.g., shape, thickness) of the objects relate to their performance (e.g., speed, strength).
20. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Analyze data from tests of an object or tool to determine if it works as intended.
21. (iv) Disciplinary Core Ideas. Optimizing the Design Solution. Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
22. (v) Crosscutting Concepts. Patterns. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
23. (2) Grade 3 - Grade 5. Engineering Design.
24. (A) Performance expectation 1. Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost.
25. (i) Clarification Statement. The simple design problem should be able to be solved with the development of a new or improved object, tool, process, or system (e.g., a bird feeder for specific types of birds, desk organizers to keep the classroom picked up). Example criteria for success could include the object reaching the target intact, and example constraints could include the available materials, time limits, and budget restrictions.
26. (ii) Assessment Boundary. Assessment is limited to defining problems that are simple and tangible, focusing on everyday needs or wants that students can easily relate to. The use of specialized tools and materials are not required.
27. (iii) Science and Engineering Practices. Asking Questions and Defining Problems. Define a simple design problem that can be solved through the development of an object, tool, process, or system, and includes several criteria for success and constraints on materials, time, or cost.
28. (iv) Disciplinary Core Ideas.
29. (I) Defining and Delimiting Engineering Problems. Possible solutions to a problem are limited by available materials and resources (e.g., constraints). The success of a designed solution is determined by considering the desired features of a solution (e.g., criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
30. (II) Influence of Science, Engineering, and Technology on Society and the Natural World. People’s needs and wants change over time, as do their demands for new and improved technologies.
31. (v) Crosscutting Concepts. Structure and Function. The shape and stability of structures of natural and designed objects are related to their function(s).
32. (B) Performance expectation 2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
33. (i) Clarification Statement. Appropriate information about a problem could include the causes and effects of the problem, required features, and limits for solutions (e.g., increasing benefits, decreasing risks/costs, and meeting societal demands).
34. (ii) Assessment Boundary. Comparisons should focus on qualitative observations (e.g., durability, ease of use, effectiveness) rather than detailed quantitative analyses or advanced optimization techniques.
35. (iii) Science and Engineering Practices. Designing Solutions. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.
36. (iv) Disciplinary Core Ideas.
37. (I) Developing Possible Solutions.

a. Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

b. Communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

1. (II) Influence of Science, Engineering, and Technology on Society and the Natural World. Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.
2. (v) Crosscutting Concepts. Structure and Function. Substructures have shapes and parts that serve functions.
3. (C) Performance expectation 3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
4. (i) Clarification Statement. Fair tests are experiments where only one variable is changed and all other conditions are kept the same to ensure accurate and reliable results (e.g., how changes to one variable affects the stability or performance of a prototype or model). Example variables could include material types or size. Emphasis is on understanding the concept of fair testing and recognizing potential failure points for improvement.
5. (ii) Assessment Boundary. Assessment is limited to only one variable being changed at a time.
6. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
7. (iv) Disciplinary Core Ideas.
8. (I) Developing Possible Solutions. Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
9. (II) Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
10. (v) Crosscutting Concepts. Stability and Change. Change is measured in terms of differences over time and may occur at different rates.
11. (3) Middle School. Engineering Design.
12. (A) Performance expectation 1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
13. (i) Clarification Statement. Emphasis is on understanding how to identify and clearly describe the important factors (criteria) and limitations (constraints) of a design problem.
14. (ii) Assessment Boundary. Assessment is limited to identifying and defining basic criteria and constraints for a design problem, with a focus on clarity and precision in describing the problem. Assessment also evaluates a students’ understanding of how scientific principles relate to the design process, as well as the design’s impact on both people and the environment.
15. (iii) Science and Engineering Practices. Defining Problems. Define a design problem that can be solved through the development of an object, tool, process, or system, and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
16. (iv) Disciplinary Core Ideas.
17. (I) Defining and Delimiting Engineering Problems. The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
18. (II) Influence of Science, Engineering, and Technology on Society and the Natural World.

a. All human activity draws on natural resources and has both short and longer term consequences, positive as well as negative, for the health of people and the natural environment.

b. The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

1. (v) Crosscutting Concepts. System and System Models. Models can be used to represent systems and their interactions - such as inputs, processes, and outputs - and energy, matter, and information flows within the systems.
2. (B) Performance expectation 2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
3. (i) Clarification Statement. Emphasis is applying a structured approach to evaluating multiple design solutions, including using qualitative and quantitative data as evidence to support evaluations of the design solutions. Example criteria and constraints could include functionality, cost, safety, and environmental impact.
4. (ii) Assessment Boundary. Assessment is limited to comparing two or three design solutions for a given problem, focusing on how well they meet the established criteria and constraints.
5. (iii) Science and Engineering Practices. Engaging in Argument from Evidence. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
6. (iv) Disciplinary Core Ideas. Developing Possible Solutions. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
7. (v) Crosscutting Concepts. Structure and Function. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
8. (C) Performance expectation 3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
9. (i) Clarification Statement. Emphasis is on analyzing data from multiple tests of different design solutions to identify patterns, strengths, and weaknesses, then using that information to propose different ways of combining the best features of each solution to create a new, improved design that meets the criteria better.
10. (ii) Assessment Boundary. Assessment is limited to analyzing test data from two or three design solutions at a time. Focus is on basic comparisons and reasoning to suggest improvements to the design.(iii) Science and Engineering Practices. Analyzing and Interpreting Data. Analyze and interpret data to determine similarities and differences in findings.
11. (iv) Disciplinary Core Ideas.
12. (I) Developing Possible Solutions.

a. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

b. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

1. (II) Optimizing the Design. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process - that is, some of those characteristics may be incorporated into the new design.
2. (v) Crosscutting Concepts. Patterns. Graphs, charts, and images can be used to identify patterns in data.
3. (D) Performance expectation 4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
4. (i) Clarification Statement. Data should be gathered through multiple rounds of testing, with students modifying their designs based on feedback from each round to generate new data. Emphasis is on optimizing the design to better meet the established criteria and constraints.
5. (ii) Assessment Boundary. Assessment is limited to simple models that can be tested and modified. Focus should be on the iterative process of testing and modification rather than the creation of highly complex or professional-level models.
6. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.
7. (iv) Disciplinary Core Ideas.
8. (I) Developing Possible Solutions.

a. A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

b. Models of all kinds are important for testing solutions.

1. (II) Optimizing the Design Solution. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
2. (v) Crosscutting Concepts. Systems and System Models. Models are limited in that they only represent certain aspects of the system under study.
3. (4) High School. Engineering Design.
4. (A) Performance expectation 1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
5. (i) Clarification Statement. Emphasis is on analyzing a global challenge (e.g., sustainable energy, air quality) and specifying the criteria and constraints for potential solutions, which could include societal needs (e.g., health, economy) and wants (e.g., technological advancement), as well as environmental impacts.
6. (ii) Assessment Boundary. Assessment focuses on how students apply basic principles of system design and problem-solving to identify qualitative and quantitative criteria and constraints for a solution.
7. (iii) Science and Engineering Practices. Defining Problems. Analyze complex real-world problems by specifying criteria and constraints for successful solutions.
8. (iv) Disciplinary Core Ideas.
9. (I) Defining and Delimiting Engineering Problems.

a. 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.

b. Humanity faces major global challenges today, such as the need for supplies of clean water and food, which can be addressed through engineering. These global challenges also have many manifestations in local communities.

1. (II) Influence of Science, Engineering, and Technology on Society and the Natural World. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
2. (v) Crosscutting Concepts. Cause and Effect. Systems can be designed to cause a desired effect.
3. (B) Performance expectation 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.
4. (i) Clarification Statement. Complex real-world problems that can be broken down into sub-components could include energy conservation, water purification, or transportation infrastructure. Application of engineering principles can be used to solve each sub-component problem, considering the broader context and how these individual solutions integrate into a complete, functional design.
5. (ii) Assessment Boundary. Assessment is limited to problems that can be broken down into identifiable sub-components with clear solutions.
6. (iii) Science and Engineering Practices. Designing Solutions. Design a solution to a complex real-world problem based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
7. (iv) Disciplinary Core Ideas. Optimizing the Design Solution. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (e.g., trade-offs) may be needed.
8. (v) Crosscutting Concepts. Structure and Function. Designing systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and the connections of components to reveal its function and/or solve a problem.
9. (C) Performance expectation 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.
10. (i) Clarification Statement. Emphasis is on analyzing how well a solution meets a set of prioritized criteria and addressing the trade-offs between these criteria. Criteria factors could include cost, safety, reliability, aesthetics, and environmental or social impacts. Considerations of both immediate and long-term consequences of the solutions should be identified, as well as how these factors influence the overall success of the design.
11. (ii) Assessment Boundary. Assessment is limited to evaluating solutions that involve multiple criteria and constraints.
12. (iii) Science and Engineering Practices. Designing Solutions. Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
13. (iv) Disciplinary Core Ideas.
14. (I) Developing Possible Solutions. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
15. (II) Influence of Science, Engineering, and Technology on Society and the Natural World. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
16. (v) Crosscutting Concepts. Systems and System Models. Systems can be designed to do specific tasks.
17. (D) Performance expectation 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.
18. (i) Clarification Statement. Emphasis is on how the proposed solution affects various interacting systems that are relevant to the problem, considering numerous criteria and constraints. Use of simulations can help students explore the effects of multiple variables and see the interactions and trade-offs between different aspects of a solution.
19. (ii) Assessment Boundary. Assessment is limited to using simulations that allow for analyzing relationships between different factors and making informed decisions based on the outcomes.
20. (iii) Science and Engineering Practices. Using Computational Thinking. Use computer simulations to predict the effects of a design solution on systems and/or interactions between systems.
21. (iv) Disciplinary Core Ideas. Developing Possible Solutions. Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
22. (v) Crosscutting Concepts. Systems and System Models. Models (e.g., physical, mathematical, computer) can be used to simulate systems and interactions - including energy, matter, and information flows - within and between systems at different scales.

Added at 42 Ok Reg, Number 21, effective 7-26-25