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 05 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 get the answer and justify the genetics 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 |
|---|---|---|
| Segregation | Allele separation into gametes | Not separation of unrelated traits by intention. |
| Independent assortment | Independent chromosome-pair orientation | Linked loci need not follow independent ratios. |
| Codominance | Both allele products expressed | Not an intermediate/blended heterozygote. |
| Incomplete dominance | Intermediate heterozygote phenotype | Use the supplied phenotype rule. |
| Expected count | N × model probability | Not the observed percentage or a guaranteed outcome. |
| Chi-square | Σ(O−E)²/E | Requires counts, independence and adequate expected frequencies. |
| Fail to reject | Insufficient discrepancy at the chosen threshold | Does not prove the null or assign its probability. |
| Recombination fraction | Recombinant offspring / total | Approximate map distance only under stated conditions. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Meiosis & variation | Confuses homologs and sister chromatids. | Names crossing over with limited mechanism. | Links homolog separation, crossing over and independent assortment to variation and states when linkage matters. |
| Punnett / probability problems | Uses ratios without a specified cross. | Solves a cross but omits conditions. | Solves mono-/dihybrid probability and expected-count tasks; interprets an appropriate χ² comparison with assumptions. |
| Non-Mendelian patterns | Treats all traits as completely dominant. | Recognizes alternatives without solving them. | Identifies and solves incomplete dominance, codominance, and sex-linked crosses using the stated model. |
| Pedigree analysis | Claims every genotype is uniquely known. | Infers genotypes with prompts. | Deduces forced and uncertain genotypes in a fictional pedigree; states penetrance and inheritance assumptions. |
| Connecting to molecular basis | Treats phenotype as DNA alone. | Connects alleles and chromosomes with help. | Connects alleles, linkage and environmental effects to phenotype without personal genetic inference. |
| 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.
Fresh synthetic independent monohybrid offspring have 70 dominant and 30 recessive phenotypes under a fixed 3:1 model. Calculate expected counts and χ²; use df = 1, α = 0.05 and critical value 3.841.
Science criteria 1–2: meiosis, probability and χ² calculations; criterion 5: molecular/chromosomal conditions behind a ratio rather than an automatic whole-unit pass.
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 | Meiosis & variation | Dev / Prof / Mast | |
| 2 | Punnett / probability problems | Dev / Prof / Mast | |
| 3 | Non-Mendelian patterns | Dev / Prof / Mast | |
| 4 | Pedigree analysis | Dev / Prof / Mast | |
| 5 | Connecting to molecular basis | 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.