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Science and Technology/Engineering > Grade High School > Biology
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Science and Technology/Engineering | Grade : High School

Discipline - Biology

Core Idea - Heredity: Inheritance and Variation of Traits

[HS.LS.3.3] - Apply concepts of probability to represent possible genotype and phenotype combinations in offspring caused by different types of Mendelian inheritance patterns. Clarification Statements: Representations can include Punnett squares, diagrams, pedigree charts, and simulations. Inheritance patterns include dominant-recessive, codominance, incomplete dominance, and sex-linked.

Resources:

Predecessor Standards:

  • 8.LS.1.5
    Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms. Clarification Statements: Examples of environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include the genes responsible for size differences in different breeds of dogs, such as Great Danes and Chihuahuas. Examples of environmental factors could include drought decreasing plant growth, fertilizer increasing plant growth, and fish growing larger in large ponds than they do in small ponds. Examples of both genetic and environmental factors could include different varieties of plants growing at different rates in different conditions. State Assessment Boundary: Methods of reproduction, genetic mechanisms, gene regulation, biochemical processes, or natural selection are not expected in state assessment.
  • 8.LS.3.3
    Communicate through writing and in diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual. State Assessment Boundary: Specific changes at the molecular level or mechanisms for protein synthesis are not expected in state assessment.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • AII.S-IC.A.1
    Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population.*
  • AII.S-IC.A.2
    Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of five tails in a row cause you to question the model?
  • MII.S-CP.A.1
    Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).*
  • MII.S-CP.A.2
    Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.*
  • MII.S-CP.A.3
    Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.*
  • MII.S-CP.A.5
    Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.* For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
  • HS.LS.1.1
    Construct a model of transcription and translation to explain the roles of DNA and RNA that code for proteins that regulate and carry out essential functions of life. Clarification Statements: Proteins that regulate and carry out essential functions of life include enzymes (which speed up chemical reactions), structural proteins (which provide structure and enable movement), and hormones and receptors (which send and receive signals). The model should show the double-stranded structure of DNA, including genes as part of DNA’s transcribed strand, with complementary bases on the non-transcribed strand. State Assessment Boundaries: Specific names of proteins or specific steps of transcription and translation are not expected in state assessment. Cell structures included in transcription and translation will be limited to nucleus, nuclear membrane, and ribosomes for state assessment.
  • HS.LS.4.2
    Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others. Clarification Statement: Emphasis is on the overall result of an increase in the proportion of those individuals with advantageous heritable traits that are better able to survive and reproduce in the environment.