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 03 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 run 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 |
|---|---|---|
| Glycolysis | Cytosolic glucose breakdown | Two three-carbon pyruvates per glucose. |
| ETC | Electron-transport chain | Builds a gradient; oxygen accepts electrons in aerobic respiration. |
| Chemiosmosis | Gradient-coupled ATP synthesis | Requires the relevant membrane/proton gradient. |
| Light reactions | Thylakoid energy conversion | Released O₂ derives from water. |
| Carbon fixation | CO₂ incorporation into organic matter | Stromal Calvin cycle uses ATP/NADPH. |
| Net rate | Production after simultaneous consumption | Not gross production without a respiration correction. |
| Energy coupling | Linked reactions/intermediates | Adding unrelated equations does not create a mechanism. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Photosynthesis process | Confuses carbon fixation and oxygen release. | Names stages with incomplete locations. | Traces water, light, ATP/NADPH and CO₂ through thylakoid reactions and stromal carbon fixation. |
| Cellular respiration process | Loses carbon or confuses oxygen’s role. | Orders stages but misses carriers or compartments. | Tracks carbon through glycolysis, pyruvate oxidation and cycle; explains oxygen, carriers and the membrane gradient. |
| Energy coupling / ATP | Treats broken bonds as free energy without context. | Adds energy values without a coupling explanation. | Explains physically coupled reactions and ATP synthesis; separates ΔG, rate and activation energy. |
| Connecting energetics to ecology / carbon | Claims matter disappears as energy is produced. | Names cycles without balancing a pathway. | Explains how matter cycles while energy flows and dissipates as heat; evaluates conserved pathways as bounded ancestry evidence. |
| Lab investigation | Ignores controls, replicates or source labels. | Calculates a rate with incomplete assumptions. | Defends replicated rate/control evidence and conditional gross estimates; separately completes any approved observed technique. |
| 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 coupled process needs +18 kJ/mol and is linked to a −12 kJ/mol step at the given condition. Is one such event sufficient for a favorable net ΔG? What if two −12 events are genuinely coupled?
Science criteria 2–4: location, carbon balance and ATP coupling; criterion 5: testable perturbation design and limitations, with observed laboratory technique separate.
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 | Photosynthesis process | Dev / Prof / Mast | |
| 2 | Cellular respiration process | Dev / Prof / Mast | |
| 3 | Energy coupling / ATP | Dev / Prof / Mast | |
| 4 | Connecting energetics to ecology / carbon | Dev / Prof / Mast | |
| 5 | Lab investigation | 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.