Clarification Statement - S.HS.PS.3.3.CS:
Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable ener

Assessment Boundary - S.HS.PS.3.3.AB:
Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.

Science and Engineering Practices - 9-12.SEP6.4:
Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas - S.HS.PS.3.3.DCI:
PS3.A: Definitions of Energy •At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. PS3.B: Conservation of Energy and Energy Transfer •(NYSED) Energy exists in many forms, and when these forms change, energy is conserved. ETS1.A: Defining and Delimiting Engineering Problems •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. (secondary to HS-PS3-3)

Crosscutting Concepts - CC5.12:
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.