Difference between revisions of "Biology"
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<span class="sp-ab">Assessment boundary: Assessment should not include identification of the steps or specific processes involved in aerobic cellular respiration.</span></span><br><br> | <span class="sp-ab">Assessment boundary: Assessment should not include identification of the steps or specific processes involved in aerobic cellular respiration.</span></span><br><br> | ||
<span class="sp-read-more'>[[HS-LS1-7|Read more...]]</span> | <span class="sp-read-more'>[[HS-LS1-7|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == HS. Interdependent Relationships in Ecosystems == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[HS-LS2-1]]</span> | <span class="sp-desc">Carrying capacity of ecosystems</span></span><br> | ||
| + | <span class="pe-statement">Use mathematical and/or computational representations to support explanations of biotic and abiotic | ||
| + | factors that affect carrying capacity of ecosystems at different scales.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include deriving mathematical equations to make comparisons.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[HS-LS2-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[HS-LS2-2]]</span> | <span class="sp-desc">Biodiversity and populations in ecosystems</span></span><br> | ||
| + | <span class="pe-statement">Use mathematical representations to support and revise explanations based on evidence about factors | ||
| + | affecting biodiversity and populations in ecosystems of different scales.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment is limited to provided data.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[HS-LS2-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[HS-LS2-6]]</span> | <span class="sp-desc">Ecosystem dynamics, functioning, and resilience</span></span><br> | ||
| + | <span class="pe-statement">Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may | ||
| + | result in a new ecosystem.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of changes in ecosystem conditions could include ecological succession, | ||
| + | modest biological or physical changes, such as moderate hunting or seasonal floods; and extreme changes, such as volcanic eruption or sea level rise.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[HS-LS2-6|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[HS-LS2-7]]</span> | <span class="sp-desc">Human impact reduction solution</span></span><br> | ||
| + | <span class="pe-statement">Design, evaluate, and refine a solution for reducing the impacts of human activities on the | ||
| + | environment and biodiversity.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of human activities could include urbanization, building dams, and dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or legislation.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[HS-LS2-7|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[HS-LS2-8]]</span> | <span class="sp-desc">Social interactions and group behavior</span></span><br> | ||
| + | <span class="pe-statement">Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and | ||
| + | reproduce.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[HS-LS2-8|Read more...]]</span> | ||
</div> | </div> | ||
</div> | </div> | ||
Revision as of 20:04, 26 August 2023
The first administration of the new NYS Regents biology exam, which assesses students on the performance expectations below, is planned for June 2025 (per the NYSED science implementation roadmap).
The performance expectations are listed as they appear on the course map for courses that culminate in a biology Regents exam. There are a total of 30 performance expectations on the course map.
The performance expectations are listed in the exact order they appear on the course map. However, the course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".
HS. Structure and Function
HS-LS1-1 | Genes, proteins, and tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of
proteins which carry out the essential functions of life through systems of specialized cells.
Clarification statement: Emphasis should be on how the DNA code is transcribed and translated in the synthesis of proteins. Types of proteins involved in performing life functions include enzymes, structural proteins, cell receptors, hormones, and antibodies.
Assessment boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the detailed biochemistry of protein synthesis.
Read more...
HS-LS1-2 | Interacting body systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide
specific functions within multicellular organisms.
Clarification statement: Emphasis is on functions at the organism’s system level such as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Assessment boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.
Read more...
HS-LS1-3 | Feedback mechanisms and homeostasis
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Clarification statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.
Assessment boundary: Assessment does not include the cellular processes involved in the feedback mechanism.
Read more...
HS. Inheritance and Variation of Traits
HS-LS1-4 | Cellular division and differentiation
Use a model to illustrate cellular division (mitosis) and differentiation.
Clarification statement: Emphasis should be on the outcomes of mitotic division and cell differentiation on growth and development of complex organisms and possible implications for abnormal cell division (cancer) and stem cell research.
Assessment boundary: Assessment does not include specific gene control mechanisms or recalling the specific steps of mitosis.
Read more...
HS-LS1-8 | Human reproduction
Use models to illustrate how human reproduction and development maintains continuity of life.
Clarification statement: Emphasis is on structures and function of human reproductive systems, interactions with other human body systems, embryonic development, and influences of environmental factors on development.
Assessment boundary: Assessment does not include the details of hormonal regulation or stages of embryonic development.
Read more...
HS. Matter and Energy in Organisms and Ecosystems
HS-LS1-5 | Photosynthesis and energy transformation
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Clarification statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.
Assessment boundary: Assessment does not include specific biochemical steps.
Read more...
HS-LS1-6 | Formation of carbon-based molecules
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements such as nitrogen, sulfur, and phosphorus to form amino acids
and other carbon-based molecules.
Clarification statement: Emphasis is on using evidence from models and simulations to support explanations for the synthesis of lipids, starches, proteins, and nucleic acids.
Assessment boundary: Assessment does not include the details of the specific chemical reactions or identification of structural and molecular formulas for macromolecules.
Read more...
HS-LS1-7 | Cellular respiration and energy transfer
Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Clarification statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of aerobic cellular respiration.
Assessment boundary: Assessment should not include identification of the steps or specific processes involved in aerobic cellular respiration.
Read more...
HS. Interdependent Relationships in Ecosystems
HS-LS2-1 | Carrying capacity of ecosystems
Use mathematical and/or computational representations to support explanations of biotic and abiotic
factors that affect carrying capacity of ecosystems at different scales.
Clarification statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.
Assessment boundary: Assessment does not include deriving mathematical equations to make comparisons.
Read more...
HS-LS2-2 | Biodiversity and populations in ecosystems
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.
Read more...
HS-LS2-6 | Ecosystem dynamics, functioning, and resilience
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem.
Clarification statement: Examples of changes in ecosystem conditions could include ecological succession,
modest biological or physical changes, such as moderate hunting or seasonal floods; and extreme changes, such as volcanic eruption or sea level rise.
Read more...
HS-LS2-7 | Human impact reduction solution
Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.
Clarification statement: Examples of human activities could include urbanization, building dams, and dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or legislation.
Read more...
HS-LS2-8 | Social interactions and group behavior
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and
reproduce.
Clarification statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.
Read more...