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 06 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 |
|---|---|---|
| Semiconservative | One parental strand per daughter duplex | Old-strand fraction changes across generations. |
| Template strand | DNA read 3′→5′ by RNA polymerase | Coding strand matches RNA except T/U. |
| Transcription | RNA synthesis 5′→3′ | Nuclear in this eukaryotic model; no nucleus in prokaryotes. |
| Translation | mRNA-directed peptide synthesis | Ribosome reads 5′→3′; stop is not an amino acid. |
| RNA processing | Cap, tail, splicing | Exons can include untranslated regions. |
| Operator / enhancer | Distinct regulatory DNA elements | Bacterial operator is not every eukaryotic control. |
| Frameshift | Coding indel not divisible by three | Can create early stop; not every downstream amino acid must differ. |
| Gel calibration | Length estimate from migration standards | Use the stated log relation; a band is not full sequence identity. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Replication | Copies DNA without strand direction or lineage. | Names semiconservative copying with missing details. | Explains semiconservative replication and identifies original/new strands, 5′→3′ synthesis and leading/lagging mechanisms. |
| Transcription & translation | Confuses template, coding strand and codon. | Names processes but needs frame/location help. | Translates a sequence and states where each step occurs; checks strand direction, RNA processing, codons and stop. |
| Gene regulation | Assumes one on/off rule for all genes. | Names control without a mechanism. | Explains distinct prokaryotic and eukaryotic controls and uses RNA/protein evidence to evaluate regulation. |
| Mutations & effects | Treats every change as harmful or identical. | Names variants without checking their sequence. | Classifies mutation types and predicts possible protein/phenotype effects from the supplied sequence, frame and context. |
| Biotechnology / ethics reasoning | Confuses length, copies and sequence. | Describes a tool without controls or limits. | Interprets gel/amplification controls and calibration, separates sequence from expression, and reasons about ethical limits. |
| 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 ideal lineage starts with one all-heavy duplex. After four complete rounds in light building blocks there are 16 duplexes. How many retain an original heavy strand, and why is “half heavy forever” incorrect?
Science criterion 1: strand lineage and directional replication mechanism; criterion 5: limits of a molecular measurement model, separate from practical laboratory certification.
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 | Replication | Dev / Prof / Mast | |
| 2 | Transcription & translation | Dev / Prof / Mast | |
| 3 | Gene regulation | Dev / Prof / Mast | |
| 4 | Mutations & effects | Dev / Prof / Mast | |
| 5 | Biotechnology / ethics reasoning | 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.