Difference between revisions of "HS-LS2-2"

From NY Science Standards Wiki
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| Level3 = Use a mathematical representation to revise an explanation based on evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s) of different scales.
 
| Level3 = Use a mathematical representation to revise an explanation based on evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s) of different scales.
 
| Level2 = Use a mathematical representation to support a given explanation by identifying evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s).
 
| Level2 = Use a mathematical representation to support a given explanation by identifying evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s).
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| Example2 = [[Questions:Invasive Mussels#q1|Aug 2026 · Q35]] [[Questions:Invasive Mussels#q4|Aug 2026 · Q38]] [[Questions:Parrots and Biodiversity#q4|Aug 2026 · Q43]] [[Questions:Mercury Rising#q2|June 2026 · Q47]] [[Questions:Honeybee Behavior and Threats#q3|Jan 2026 · Q30]] [[Questions:Space Invader#q3|Jan 2026 · Q8]] [[Questions:Ivory and Elephants#q1|Aug 2025 · Q15]] [[Questions:Trees Have Organ Systems#q3|Aug 2025 · Q3]] [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q4|June 2025 · Q4]] [[Questions:Coral Reefs Sample Cluster#q3|June 2025 · Q3]]
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| Example2 = <span class="pld-chip pld-chip-bio">[[Questions:Invasive Mussels#q1|Aug 2026 · Q35]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Invasive Mussels#q4|Aug 2026 · Q38]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Parrots and Biodiversity#q4|Aug 2026 · Q43]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Mercury Rising#q2|June 2026 · Q47]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Honeybee Behavior and Threats#q3|Jan 2026 · Q30]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Space Invader#q3|Jan 2026 · Q8]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Ivory and Elephants#q1|Aug 2025 · Q15]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Trees Have Organ Systems#q3|Aug 2025 · Q3]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Carbon! Where Does It Come From? Where Does It Go?#q4|June 2025 · Q4]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Coral Reefs Sample Cluster#q3|June 2025 · Q3]]</span>
 
| Level1 = Use a mathematical representation to identify a factor, from those provided, that affects biodiversity or populations in an ecosystem.
 
| Level1 = Use a mathematical representation to identify a factor, from those provided, that affects biodiversity or populations in an ecosystem.
−
| Example1 = [[Questions:Nitrogen: Friend or Foe?#q1|June 2026 · Q6]] [[Questions:Strategies for Survival in Different Animal Species#q3|Aug 2025 · Q7]]
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| Example1 = <span class="pld-chip pld-chip-bio">[[Questions:Nitrogen: Friend or Foe?#q1|June 2026 · Q6]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Strategies for Survival in Different Animal Species#q3|Aug 2025 · Q7]]</span>
 
}}
 
}}
  

Latest revision as of 09:46, 18 October 2026

← HS-LS2-1
HS-LS2-6 →

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Clarification statement: Examples of mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data.

Assessment boundary: Assessment is limited to provided data.

Regents Exam Questions

Released New York State Regents exam questions that assess HS-LS2-2 are listed here by exam and question cluster. Each link opens the question with its answer key.

Exam Cluster Question
August 2026 Biology Regents Invasive Mussels Question 35
Invasive Mussels Question 38
Parrots and Biodiversity Question 43
June 2026 Biology Regents Nitrogen: Friend or Foe? Question 6
Mercury Rising Question 47
January 2026 Biology Regents Space Invader Question 8
Honeybee Behavior and Threats Question 30
August 2025 Biology Regents Trees Have Organ Systems Question 3
Strategies for Survival in Different Animal Species Question 7
Ivory and Elephants Question 15
June 2025 Biology Regents Carbon! Where Does It Come From? Where Does It Go? Question 4
Biology sample clusters (Spring 2024) Coral Reefs Question 3

Vocabulary

Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.

From this standard
  • abiotic factors
  • abundance
  • average
  • biodiversity
  • carrying capacity
  • competition
  • design solution
  • disease
  • disturbance
  • ecosystem
  • ecosystem stability
  • fluctuation
  • habitat
  • population
  • predation
  • proportion
  • resources
  • species
  • trend
From released exam questions
Implied by this standard
  • biomagnification – June 2026 Mercury Rising: mercury in each organism of the food chain is "ten times higher than their prey".

Performance Level Descriptions

Every Regents exam question on HS-LS2-2 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Use a mathematical representation to identify a factor, from those provided, that affects biodiversity or populations in an ecosystem. June 2026 · Q6 Aug 2025 · Q7
Level 2: Use a mathematical representation to support a given explanation by identifying evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s). Aug 2026 · Q35 Aug 2026 · Q38 Aug 2026 · Q43 June 2026 · Q47 Jan 2026 · Q30 Jan 2026 · Q8 Aug 2025 · Q15 Aug 2025 · Q3 June 2025 · Q4 June 2025 · Q3
Level 3: Use a mathematical representation to revise an explanation based on evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s) of different scales.
Level 4: Use a mathematical representation to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Level 5: Use a mathematical representation to analyze, and/or apply mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-2.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


NGSS Dimensions

Performance expectation HS-LS2-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
  • Using Mathematics and Computational Thinking
    • Use mathematical representations of phenomena or design solutions to support and revise explanations.
  • Scientific knowledge is open to revision in light of new evidence: Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.
Disciplinary Core Ideas
  • LS2.A: Interdependent Relationships in Ecosystems
    • Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. Organisms would have the capacity to produce populations of great size were it not for the fact that enviroments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
    • (NYSED) Carrying capacity results from the availability of biotic and abiotic factors and from challenges such as predation, competition, and disease.
  • LS2.C: Ecosystem Dynamics, Functioning, and Resilience
    • A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Crosscutting Concepts
  • Scale, Proportion, and Quantity
    • Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
Page contributors: Conrad Richman, Caroline Leonard
Biology | HS. Interdependent Relationships in Ecosystems
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