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High-school students are expected to engage with major global issues at the interface of science, technology, society, and the environment, and to bring to bear the kinds of analytical and strategic thinking that prior training and increased maturity make possible. These capabilities can be thought of in three stages: defining the problem, developing possible solutions, and improving designs. Connections with other science disciplines help students develop these capabilities in various contexts. Performance expectations for this DCI couple engineering practices with specific content-based DCIs.