Difference between revisions of "HS-LS3-3"
From NY Science Standards Wiki
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| + | | style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Human Variations in Eye Color|Human Variations in Eye Color]] | ||
| + | | style="background-color:white;" | [[Questions:Human Variations in Eye Color#q2|Question 10]] | ||
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| + | | rowspan="3" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies|Solving the Problem of Cat Allergies]] | ||
| + | | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q3|Question 16]] | ||
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| + | | style="background-color:white;" | [[Questions:A Hard Pest to Manage|A Hard Pest to Manage]] | ||
| + | | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q3|Question 21]] | ||
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| + | | style="background-color:white;" | [[Questions:Zebra Coat Patterns|Zebra Coat Patterns]] | ||
| + | | style="background-color:white;" | [[Questions:Zebra Coat Patterns#q4|Question 44]] | ||
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| + | | style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Ivory and Elephants|Ivory and Elephants]] | ||
| + | | style="background-color:white;" | [[Questions:Ivory and Elephants#q2|Question 16]] | ||
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Latest revision as of 22:35, 20 September 2026
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Clarification statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.
Assessment boundary: Assessment does not include Hardy-Weinberg calculations.
Assessment
What assessment of HS-LS3-3 might look like on a NY state exam.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
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Level 1: Use data to identify the distribution or variability of an expressed trait in a population.
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Level 2: Analyze and interpret data to describe the variability or distribution of an expressed trait in a population.
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Level 3: Apply concepts of statistics and probability to explain the variation or distribution of expressed trait(s) in a population.
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Level 4: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
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Level 5: Apply concepts of statistics and probability to explain that changing a variable can affect the variation and distribution of expressed traits in a population.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS3-3.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS3-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Analyzing and Interpreting Data
- Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficients for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
Disciplinary Core Ideas
- LS3.B: Variation of Traits
- Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.
Crosscutting Concepts
- Scale, Proportion, and Quantity
- Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
Page contributors: Conrad Richman, Caroline Leonard