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).
Supplied record/model defense, or separately approved noninvasive demonstration with a record alternative.
The student traces a drop of blood aloud (Page 4).
Source values, calculations, and model limits kept distinct; no personal screening.
Judge each criterion as Developing, Proficient, or Mastery, not by adding points. Mastery requires interpreting the declared evidence and defending the anatomy; supplied records alone do not certify equipment skill. 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 |
|---|---|---|
| The heart | ||
| Atrium | receiving chamber | The top chambers that receive blood; right from the body, left from the lungs |
| Ventricle | pumping chamber | The bottom chambers that pump blood out; the left is the thicker, stronger pump |
| Heart valve | AV & semilunar valves | One-way doors that make the “lub-dub” and stop backflow |
| The circuit & blood | ||
| Artery | (none) | Carries blood away from the heart; thick, muscular wall for high pressure |
| Vein | (none) | Returns blood to the heart; thinner wall, valves against backflow |
| Capillary | (none) | One-cell-thick vessel where gases and nutrients exchange |
| Pulmonary vs. systemic circuit | (none) | Pulmonary = heart ↔ lungs; systemic = heart ↔ body |
| Blood pressure | systolic / diastolic | Pressure a beat (systolic) and the rest between beats (diastolic) put on the artery wall |
| Stroke volume / output | SV / CO | SV = EDV − ESV in mL/beat; CO = HR × SV in mL/min, then convert to L/min |
| Ejection fraction | EF | SV/EDV × 100%; denominator is the filled ventricle, not end-systolic volume |
| O2 delivery / use | distinct rates | Flow × arterial content / flow × arterial-minus-venous content at steady state |
Ask what was supplied, calculated, or inferred, and which units and assumptions support the conclusion. A fictional record is not a diagnosis or evidence that a student used medical equipment.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Heart chambers & valves | Cannot name the four chambers or the valves between them. | Names the four chambers but cannot say which valve guards each or which side pumps where. | Names the four chambers and the valves on a model or specimen, and explains which side pumps to the lungs and which to the body. |
| Cardiac cycle, sounds & output | Cannot connect filling/ejection, valves, and stroke volume. | Describes the cycle but needs help interpreting supplied volumes or sound labels. | Links the cycle and S1/S2 to valve closure; calculates stroke volume, ejection fraction, and output from supplied inputs at the declared level, not from pulse alone. |
| Systemic & pulmonary circulation & blood vessels | Cannot tell the two circuits apart or name the three vessel types. | Names arteries, veins, and capillaries but cannot trace blood through the pulmonary and systemic loops. | Distinguishes arteries, veins, and capillaries by structure and traces a drop of blood through both the pulmonary and systemic circuits. |
| Pressure, blood composition & oxygen transport | Confuses pressure, flow, or blood-component roles. | Names the quantities and components but needs help explaining their relationships. | Explains pulse and systolic/diastolic pressure, plasma/cell/platelet roles, and the selected oxygen-content or resistance calculation with units and steady-state assumptions. |
| Pressure, pulse & sound evidence | Cannot read the assigned record or carry out the declared approved setup. | Reads values but needs help connecting them to anatomy, units, or limitations. | Under the declared record or approved equipment mode, interprets pressure, pulse, and sound evidence with units and anatomical reasoning; distinguishes recorded from inferred quantities without diagnosing. |
| 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. |
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: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Heart chambers & valves | Dev / Prof / Mast | |
| 2 | Cardiac cycle, sounds & output | Dev / Prof / Mast | |
| 3 | Systemic & pulmonary circulation & blood vessels | Dev / Prof / Mast | |
| 4 | Pressure, blood composition & oxygen transport | Dev / Prof / Mast | |
| 5 | Pressure, pulse & sound evidence | 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.