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 04 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Model growth or a footprint from real demographic data.
The student defends what actually drives the impact (Page 4).
Data, model, and the assumptions behind it kept distinct.
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 build the model and justify what drives the impact. 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.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Population change | ||
| Demographic transition | DTM | Historical birth/death-rate patterns, not an inevitable sequence for every nation |
| Age-structure pyramid | population pyramid | Age distribution; forecasts also require fertility, mortality and migration assumptions |
| Doubling time | rule of 70 | Time for a population to double; short means fast exponential growth |
| Impact & resources | ||
| IPAT | I = P × A × T | Impact = population × affluence × technology; not population alone |
| Ecological footprint | productive-area accounting | Requires area/productivity equivalence and demand categories; kWh alone is not global hectares |
| Carrying capacity | K | The population an environment can sustain long-term — humans included |
| Renewable resource | replenishable | Regrows on a human timescale — only if not overdrawn |
| Nonrenewable resource | finite stock | Not replenished on human timescales; recycling some materials does not create a new deposit |
| Power / energy | W, kW / kWh, MJ | Energy = power × time; 1 kWh = 3.6 MJ |
| Conversion efficiency | useful output/input | Same energy units and defined useful service; not a capacity factor |
| Capacity factor | actual/possible generation | Annual output/(capacity × 8760 h); not firm power at every hour |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Demography, age structure and growth | Treats a pyramid as destiny. | Reads rates or ages with help. | Calculates growth/doubling, standardized mortality and period fertility; interprets age and migration conditionally. |
| IPAT and resource accounting | Blames impact on population alone. | Names factors without denominators. | Calculates total and per-capita use and an IPAT scenario; distinguishes the metric from a full ecological footprint. |
| Energy resources and conversion | Confuses fuels and carriers. | Lists sources without mechanisms. | Explains fossil/nuclear/renewable pathways and geography; compares fuels and lifecycles on equal useful output. |
| Energy, efficiency and capacity factor | Confuses power and energy. | Uses formulas with prompting. | Calculates energy, cost, efficiency, generation and storage dispatch; separates capacity factor from firm capacity. |
| Audit and model defense | Omits units or invents readings. | Completes an audit with reminders. | Defends safe audits/models, conservation and uncertainty; labels observations versus synthetic data and tests transfer. |
| 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. |
Compare equal service and per-capita demand; distinguish capacity factor from conversion efficiency.
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
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 | Demography, age structure and growth | Dev / Prof / Mast | |
| 2 | IPAT and resource accounting | Dev / Prof / Mast | |
| 3 | Energy resources and conversion | Dev / Prof / Mast | |
| 4 | Energy, efficiency and capacity factor | Dev / Prof / Mast | |
| 5 | Audit and model defense | 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.