| ***SORRY, THIS MEDIA TYPE IS NOT SUPPORTED.*** |
BiologyBiochemical Rubric |
STUDENT: _____________________________ EVALUATOR: ______________ DATE: _______ |
| CRITERIA |
WEIGHT |
UNSATISFACTORY(Below Performance Standards) |
PROFICIENT(Minimal Criteria) |
ADVANCED(Demonstrates Exceptional Performance) |
| Organic Compoundsmost macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. |
10% |
Does not use words, diagrams, or examples to describe the following properties of organic compounds:
- The synthesis of carbohydrates, proteins,&lipids
- The reduction of macromolecules
- The chemical structure of amino acids, monosaccharides,&a fatty acid
- The importance of water in chemical reactions
- Does not describes 3 examples of proteins (structure&function)
|
Describes with words, diagrams, and examples the following properties of a n organic compound
- The synthesis of carbohydrates, proteins,&lipids
- The decomposition reactions of macromolecules
- The chemical structure of amino acids, monosaccharide,&fatty acids
- The importance of water in chemical reactions
- Describes 3 examples of proteins (structure&function)
|
In addition to meeting the PROFICIENT criteria …
- Compare&contrast dehydration synthesis&hydrolysis
- Describes 6 examples of proteins&relates them to their importance in the human body
- Describes the chemical difference between unsaturated&saturated fats
- Compare&contrast the structure (chemical composition)&function of proteins, lipids, carbohydrates,&nucleic acids
- Explains the relationship between this standard&driving question
|
| 0 - - - - - - - - - - - - - - - - - - - - - - - -6 |
7 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 |
9 - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 |
| Protein Synthesis
Students know how to apply base-pairing rules to explain precise copying of DNA during semi conservative replication and transcription of information from DNA into mRNA.Students can explain the role of tRNA in protein synthesis |
20% |
Does not use words, diagrams, or examples to describe the following properties of organic compounds:
- base-paring in regards to D.N.A. replication
- base-paring in regards to transcription
- Reason for semiconservative replication
- The role of mRNA
|
Describes with words, diagrams,&examples the following:
- base-paring in regards to D.N.A. replication
- base-paring in regards to transcription
- Reason for semiconservative replication
- The role of mRNA
- The role of tRNA
|
In addition to meeting the PROFICIENT criteria …
- Explains the value of understanding the relationship between nucleic acids and proteins
- Describes a new method of learning protein synthesis
- Describes the importance of semiconservative replication
- Explains the relationship between this standard&driving question
|
| 0 - - - - - - - - - - - - - - - - - - - - - - - -6 |
7 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 |
9 - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 |
| Nucleic Acid Composition
Students know the general structures and functions of DNA, RNA, and proteins. |
10% |
Does not use words, diagrams, or examples to describe the following properties of organic compounds:
- The structure&function of D.N.A.
- The structure&function of R.N.A.
- The structure&function(s) of proteins
- The precursors that create both D.N.A&R.N.A
- The structural&functional differences between R.N.A&D.N.A
|
Describes with words, diagrams,&examples the following:
- The structure&function of D.N.A.
- The structure&function of R.N.A.
- The structure&function(s) of proteins
- The precursors that create both D.N.A&R.N.A
- The structural&functional differences between R.N.A&D.N.A
|
In addition to meeting the PROFICIENT criteria
- Evaluates the importance of understanding nucleic acids&proteins in regards to biochemical warfare
- Combines previously learned information to explain the general structure of nucleic acids
- Predicts or infers possibly new insights into learned information
|
| 0 - - - - - - - - - - - - - - - - - - - - - - - -10 |
11 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13 |
14 - - - - - - - - - - - - - - - - - - - - - - - - - - - 15 |
| PresentationStructure |
10% |
- No introduction
- Presentation is unorganized
- No conclusion/summary of results
- Driving Question not addressed
- No multimedia used for presentation
- No model was used during presentation
|
- Introduction that describes the problem and objectives
- Provides a conclusion/summary of results
- Presentation has clear goals&objectives
- Driving question is addressed
- Model used during presentation
- Multimedia format was used for 6 minutes of the presentation
|
In addition to meeting the PROFICIENT criteria
- Student used more than one form of multimedia for presentation
- Presenter provided an electronic&physical model for explaining solution to driving question
- Most diagrams are electronic
|
| 0 - - - - - - - - - - - - - - - - - - - - - - - -6 |
7 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 |
9 - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 |
| Enzymes
Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. |
20% |
Does not use words, diagrams, or examples to describe the following properties of organic compounds:
- Structure&Function of enzymes
- Reaction equilibrium
- Activities of enzymes are dependent on the temperature, ionic conditions,&pH of the surroundings
|
Describes with words, diagrams,&examples the following:
- Structure&Function of enzymes
- Reaction equilibrium
- Activities of enzymes are dependent on the temperature, ionic conditions,&pH of the surroundings
- Active site, substrate,&enzyme-reaction synthesis
|
In addition to meeting the PROFICIENT criteria …
- Explains the effects of chemical weapons on enzyme structure&function
- Predicts the physiological outcome(s) of chemical weapons on human beings.
- Formulates a hypothesis on the effects of biochemical weapons on the enzyme-substrate complex.
|
| 0 - - - - - - - - - - - - - - - - - - - - - - - -6 |
7 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 |
9 - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 |
| Model AssessmentStudents develop a model to explain protein development or function to aid in the teaching of the impact/effects of biochemical warfare |
30% |
- The model is incorrectly used to explain protein synthesis or an enzyme reaction
- The presenter does not describe the limitations of the model
|
- The model illustrates the steps involved in protein synthesis or an enzyme reaction
- The presenter explained the limitations of the model
|
- The presenter predicted how protein synthesis or enzymatic reactions may be inhibited by a biological or chemical agent
- The presenter used the model as a basis for their explanation
- The presenter developed an authentic solution to the problem
- The presenter used the model as a basis for explaining the solution.
|
| 0 - - - - - - - - - - - - - - - - - - - - - - - -6 |
7 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 |
9 - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 |
