Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and worked answers: Unit 02 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Use the supplied source, inputs and practice; this does not certify unobserved hands-on technique.
Instructor-selected new variant or observation, with approved references and accommodations.
Keep source/date, chosen level, calculations, uncertainty and practical/safety review.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both do the technique and justify the biology behind it. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Term | Accepted explanation | Distinction |
|---|---|---|
| Organelle | Cellular compartment or specialized structure | A diagram label need not be resolved in a micrograph. |
| Resolution | Ability to distinguish close features | More enlargement alone is not more resolution. |
| Surface/volume | Area per volume | For a cube 6/L; doubling size halves this ratio. |
| Facilitated diffusion | Downhill protein-mediated transport | No direct ATP requirement; use electrochemical gradient for ions. |
| Tonicity | Effect of nonpenetrating solutes on volume | Not simply total osmolarity. |
| Water potential | Ψs + Ψp | Water moves toward lower total potential, not concentration alone. |
| Endosymbiosis | Origin through a cell association | Supported by multiple lines of evidence, not membrane count alone. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Organelle identification & function | Labels structures without identifying their role. | Matches visible structures with a prompt. | Connects organelle and compartment structure to function, distinguishing resolved image evidence from diagram labels. |
| Membrane transport reasoning | Confuses solute movement, water movement and energy. | Uses gradients with some prompting. | Predicts passive, active and vesicular transport; interprets tonicity, water potential and organism water/ion balance. |
| Prokaryote / eukaryote distinction | Equates lack of a nucleus with lack of DNA. | Names cell types but overstates size rules. | Contrasts cell organization, shared features and compartment origins without a progress-ladder claim. |
| Microscopy of cells | Invents features or ignores image calibration. | Finds cells with assistance or incomplete scale reasoning. | Uses a scale bar and evidence-based identification; separately demonstrates approved focusing/handling or the agreed accessible practical. |
| Structure–function connection | Treats cell geometry as a memorized label. | Calculates a ratio with limited interpretation. | Explains how surface/volume, membranes, wall support and compartments constrain function, with model assumptions. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
Public, nonsecure calibration. Students attempt first; an instructor supplies a fresh variant or observation for assessment.
A fresh reference image has a 30 mm printed bar representing 75 micrometres; an object spans 12 mm. A different cube cell has side 5 micrometres. Find both object size and area/volume, and state what the image cannot certify.
Science criteria 1, 3 and 5: organelle function and compartment/ancestry reasoning; criterion 4: calibrated image interpretation, with focusing/handling evidence retained separately.
Use the unit’s actual data and criterion-linked evidence. Require a new variant or observation for assessment; never infer hands-on technique from a supplied-data answer. Integration cannot reduce the science grade or block a practical pass.
All unit cases: student learning pathway. Record chosen level, task ID, source, first attempt and instructor follow-up.
Student: ______________________________________ Date: _______________ Guide: _________________________
Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Organelle identification & function | Dev / Prof / Mast | |
| 2 | Membrane transport reasoning | Dev / Prof / Mast | |
| 3 | Prokaryote / eukaryote distinction | Dev / Prof / Mast | |
| 4 | Microscopy of cells | Dev / Prof / Mast | |
| 5 | Structure–function connection | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.