Difference between revisions of "HS-LS3-3"
From NY Science Standards Wiki
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| Level1 = Use data to identify the distribution or variability of an expressed trait in a population. | | Level1 = Use data to identify the distribution or variability of an expressed trait in a population. | ||
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| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Biology Glossary]] that come from this standard or from the released exam questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * correlation (versus cause) | ||
| + | * environmental factor | ||
| + | * expressed trait | ||
| + | * inheritance pattern | ||
| + | * population | ||
| + | * probability | ||
| + | * proportion | ||
| + | * statistics | ||
| + | * trait | ||
| + | * trait distribution | ||
| + | * variability | ||
| + | * variation | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|antibody]] – Jan 2026 | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|antigen]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|bacteria]] – Jan 2026 | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|bind (to a receptor)]] – Jan 2026 | ||
| + | * [[Questions:Zebra Coat Patterns#q4|breeding]] – Jan 2026 | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|cell]] – Jan 2026 | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|claim]] – Jan 2026 | ||
| + | * [[Questions:Ivory and Elephants#q2|dominant allele]] – Aug 2025 | ||
| + | * [[Questions:Zebra Coat Patterns#q4|frequency]] – Jan 2026, [[Questions:Ivory and Elephants#q2|Aug 2025]] | ||
| + | * [[Questions:Zebra Coat Patterns#q4|generation]] – Jan 2026 | ||
| + | * [[Questions:Zebra Coat Patterns#q4|genetic diversity]] – Jan 2026 | ||
| + | * [[Questions:Zebra Coat Patterns#q4|habitat]] – Jan 2026 | ||
| + | * [[Questions:Zebra Coat Patterns#q4|human activity]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|investigation]] – Jan 2026 | ||
| + | * [[Questions:Zebra Coat Patterns#q4|isolation (of populations)]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|larva]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|mortality]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|pesticide]] – Jan 2026 | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|protein]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|resistance (to a pesticide or treatment)]] – Jan 2026 | ||
| + | * [[Questions:Solving the Problem of Cat Allergies#q3|salivary gland]] – Jan 2026 | ||
| + | * [[Questions:Ivory and Elephants#q2|sample size]] – Aug 2025 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|species]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q3|toxin]] – Jan 2026 | ||
| + | * [[Questions:Ivory and Elephants#q2|trend]] – Aug 2025 | ||
| + | </div> | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 17:47, 27 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.
Vocabulary
Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- correlation (versus cause)
- environmental factor
- expressed trait
- inheritance pattern
- population
- probability
- proportion
- statistics
- trait
- trait distribution
- variability
- variation
From released exam questions
- antibody – Jan 2026
- antigen – Jan 2026
- bacteria – Jan 2026
- bind (to a receptor) – Jan 2026
- breeding – Jan 2026
- cell – Jan 2026
- claim – Jan 2026
- dominant allele – Aug 2025
- frequency – Jan 2026, Aug 2025
- generation – Jan 2026
- genetic diversity – Jan 2026
- habitat – Jan 2026
- human activity – Jan 2026
- investigation – Jan 2026
- isolation (of populations) – Jan 2026
- larva – Jan 2026
- mortality – Jan 2026
- pesticide – Jan 2026
- protein – Jan 2026
- resistance (to a pesticide or treatment) – Jan 2026
- salivary gland – Jan 2026
- sample size – Aug 2025
- species – Jan 2026
- toxin – Jan 2026
- trend – Aug 2025
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