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 07 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 simulation 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 |
|---|---|---|
| Fitness | Relative reproductive contribution | Environment-specific, not a measure of strength or worth. |
| Drift | Random allele sampling | Does not require adaptive advantage. |
| Hardy–Weinberg | Conditional genotype null model | A departure need not show temporal allele-frequency change. |
| Allele frequency | Allele count / all allele copies | Diploid denominator is 2N. |
| Homology | Shared ancestry of a character | Similar function alone can reflect convergence. |
| Sister lineages | Tips sharing the most recent node | Neither tip need be the other’s ancestor. |
| Reproductive barrier | Reduced gene flow before/after zygote formation | Geographic separation alone is not proof of speciation. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Mechanism of natural selection | Claims organisms change because they need to. | Names selection without heritable/reproductive evidence. | Explains heritable variation, environment-specific fitness and differential reproduction; separates drift and gene flow. |
| Evidence for evolution | Treats one similarity as proof of every relationship. | Names evidence without a supported comparison. | Evaluates fossil, cellular and molecular evidence; distinguishes common-ancestry support from origin hypotheses and dating bounds. |
| Hardy–Weinberg reasoning | Treats a genotype departure as automatic allele change. | Calculates frequencies with missing assumptions. | Calculates frequencies under stated assumptions; distinguishes a departure in genotype proportions from allele-frequency change across generations. |
| Speciation & phylogeny | Reads trees as a ladder or assumes a tip is an ancestor. | Recognizes branches with incomplete barrier reasoning. | Interprets branches, barriers and exposure-normalized rates; distinguishes trait tempo from speciation with sampling limits. |
| Common misconception correction | Uses need, progress or proof language uncritically. | Identifies a misconception with help. | Corrects teleological and null-model misconceptions using the actual counts, conditions and branching evidence. |
| 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 synthetic haploid population starts at A = 60 and a = 40; both produce two descendants per parent. What is expected p(A) afterward? Would an actual sample of ten descendants necessarily match it?
Science criteria 1 and 5: heritable variation/reproduction without teleology; criterion 2: quantitative evidence and alternative mechanisms rather than a progress ladder.
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 | Mechanism of natural selection | Dev / Prof / Mast | |
| 2 | Evidence for evolution | Dev / Prof / Mast | |
| 3 | Hardy–Weinberg reasoning | Dev / Prof / Mast | |
| 4 | Speciation & phylogeny | Dev / Prof / Mast | |
| 5 | Common misconception correction | 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.