Difference between revisions of "HS-LS1-5"
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| Level5 = Create a model, given input and output of matter and energy, to demonstrate how photosynthesis transforms light energy into stored chemical energy. | | Level5 = Create a model, given input and output of matter and energy, to demonstrate how photosynthesis transforms light energy into stored chemical energy. | ||
| Level4 = Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. | | Level4 = Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. | ||
| − | | Example4 = [[Questions:Coral Reefs Sample Cluster#q2|June 2025 Biology Question 2]] | + | | Example4 = [[Questions:The Fruit Industry in New York State#q2|August 2026 Chemistry Question 7]], [[Questions:Space Invader#q2|January 2026 Biology Question 7]], [[Questions:Coral Reefs Sample Cluster#q2|June 2025 Biology Question 2]] |
| Level3 = Use a model to describe how the process of photosynthesis conserves energy and/or matter. | | Level3 = Use a model to describe how the process of photosynthesis conserves energy and/or matter. | ||
| Example3 = [[Questions:Photosynthetic Pathways#q1|June 2026 Chemistry Question 38]] | | Example3 = [[Questions:Photosynthetic Pathways#q1|June 2026 Chemistry Question 38]] | ||
| Level2 = Use a model/information demonstrating photosynthesis to identify energy and matter components. | | Level2 = Use a model/information demonstrating photosynthesis to identify energy and matter components. | ||
| − | | Example2 = [[Questions:Homeostasis in Plants#q2|August 2026 Biology Question 31]] | + | | Example2 = [[Questions:PSC Evaluating Gas Stoves#q5|Chemistry sample Gas Stoves Question 5]], [[Questions:Homeostasis in Plants#q2|August 2026 Biology Question 31]] |
| Level1 = Use a model/information to identify how the process of photosynthesis transforms light energy into stored chemical energy. | | Level1 = Use a model/information to identify how the process of photosynthesis transforms light energy into stored chemical energy. | ||
| − | | Example1 = [[Questions:Purple Insect Eater#q1|January 2026 Biology Question 37]] | + | | Example1 = [[Questions:Purple Insect Eater#q1|January 2026 Biology Question 37]], [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q3|June 2025 Biology Question 3]] |
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Revision as of 07:59, 18 October 2026
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.
Note: This is a performance expectation for both HS Biology and HS Chemistry. For chemistry, the focus is on "balancing chemical equations" (as per the NYSED high school course maps).
Regents Exam Questions
Released New York State Regents exam questions that assess HS-LS1-5 are listed here by exam and question cluster. Each link opens the question with its answer key.
Chemistry
Biology
Vocabulary
Terms that come from this standard or from the released exam questions that assess it, listed by subject. Chemistry terms are from the Chemistry Glossary; Biology terms are from the Biology Glossary.
Chemistry
- balancing
- chemical energy
- chemical equation
- component (of a system)
- conceptual model
- energy
- energy flow
- evidence
- inputs and outputs (of matter and energy)
- light energy
- matter
- matter flow
- photosynthesis
- system
- transformation
- atom – June 2026
- chemical reaction – Sample 2025
- coefficient – June 2026
- electromagnetic energy – Sample 2025
- global warming – Sample 2025
- isotope – June 2026
- molecule – Aug 2026, June 2026
- nuclear energy – Sample 2025
- nuclear transformation – June 2026
- particle – June 2026
- product – Sample 2025
- reactant – Sample 2025
- thermal energy – Sample 2025
Biology
- carbon
- chemical energy
- energy flow
- inputs and outputs
- light energy
- matter
- oxygen
- photosynthesis
- photosynthesizing organisms
- sugar
- algae – Sample 2024
- ATP – Aug 2026, June 2025
- carnivorous plant – Jan 2026
- cell – Jan 2026, Sample 2024
- chloroplast – Jan 2026
- compound – Jan 2026
- enzyme – Jan 2026
- epidermal cell – Sample 2024
- habitat – Sample 2024
- homeostasis – Aug 2026
- leaf – Aug 2026, Jan 2026
- outcompete – Jan 2026
- pharynx – Sample 2024
- plant cell – Jan 2026
- soil – Jan 2026
- stinging cell – Sample 2024
- tentacle – Sample 2024
- wetland – Jan 2026
Performance Level Descriptions
Every Regents exam question on HS-LS1-5 is written to match one of the performance level descriptions (PLDs) below.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS1-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS1-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Developing and Using Models
- Use a model based on evidence to illustrate the relationships between systems or between components of a system.
- LS1.C: Organization for Matter and Energy Flow in Organisms
- The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
- Energy and Matter
- Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.