Exposure map submit
Open your materials, follow the steps, then turn in your work.
Assemble and submit a completed environmental exposure map for Problem 4.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Combine your pathway diagram, data analysis, and mitigation notes.
Show all 5 required steps
- Combine your pathway diagram, data analysis, and mitigation notes.
- Label the source, pathway, dose, and at-risk population clearly.
- Add citations for your data and threshold values.
- Check that the map communicates risk to a non-expert.
- Submit the exposure map and confirm it appears in your tracker.
Lost your place? Lost your place? Combine your pathway diagram, data analysis, and mitigation notes into one map; label source, pathway, dose, and at-risk population; add citations for data and thresholds; check it reads for a non-expert; then submit and confirm it appears in your tracker.
Check your work before submitting
- Your exposure map integrates pathway, data, and mitigation.
- The map is cited and submitted to the tracker.
Before lab work: read the safety rules
- Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start.
- Human samples and data stay private: label with a code, never a name, and dispose of materials in the correct waste container, then wash your hands.
3. Turn in your work
DueCheck Schoology- Hand in
- Complete environmental exposure map integrating pathway diagram, dose data with threshold comparison, mitigation recommendations, citations, and at-risk population label.
How to submit and name your file
Use the submission route shown on today's page.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
How this lesson connects
Keep using what you learned last class: Mitigation works by targeting either the source or the exposed population, so the best recommendation is the one whose risk reduction and cost make it feasible enough to actually get adopted. Today: Evidence can only drive a decision when it is integrated, cited, and readable by the people at risk, so a complete exposure map joins pathway, dose, and mitigation into one document a non-scientist can act on and confirms it in the tracker to close the Problem 4 loop.
Optional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 Big idea: Evidence can only drive a decision when it is integrated, cited, and readable by the people at risk, so a complete exposure map joins pathway, dose, and mitigation into one document a non-scientist can act on and confirms it in the tracker to close the Problem 4 loop.
- 0-5 minWarm-up: what is the one thing your map is missing right now?
- 5-25 minCombine pathway diagram, data analysis table, and mitigation notes into one document
- 25-45 minLabel source, pathway, dose, at-risk population; add citations for all data
- 45-60 minReadability check: swap with a partner and note one confusing label to fix
- 60-72 minFix flagged items; confirm tracker shows Problem 4 complete
- 72-80 minSubmit the exposure map, and screenshot your myPLTW confirmation
- • Today is assembly day: your pathway diagram, , and mitigation notes come together.
- • The finished exposure map is a document a community group could actually use.
- • We'll check that every number has a citation and that a neighbor could read it.
- • By the end of class, Problem 4 is submitted and checked off in your tracker.
- • All quantitative claims in the map need a source citation.
- • The map should be readable by a non-scientist, not just a trained toxicologist.
- • Confirming submission in the tracker closes the Problem 4 evidence loop.
PLTW connection and today's work
Open Problem 4 in your myPLTW course shell and review your Problem 4 activity progress page to confirm all milestones are complete.
Today's stopping point: All Problem 4 milestones (pathway diagram, data analysis, mitigation notes) should be complete by today.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Course connection
- Activity 4.1.2 Analysis of Water Contamination
Use the turn-in directions at the top of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Finish the assigned lab safely before starting extra practice.
Lesson resources: reading, slides, and vocabulary▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Generated from this lesson's canonical data with a red-team citation check.
Mitigation works by targeting either the source or the exposed population, so the best recommendation is the one whose risk reduction and cost make it feasible enough to actually get adopted.
Evidence can only drive a decision when it is integrated, cited, and readable by the people at risk, so a complete exposure map joins pathway, dose, and mitigation into one document a non-scientist can act on and confirms it in the tracker to close the Problem 4 loop.
A research team lays out its question, variables, controls, sampling plan, measurement record, and analysis before deciding what the data support.
- Which variable is changed or compared?
- Which conditions and measurements must stay consistent?
- Which conclusion is inside the study's evidence boundary?
Define variables, controls, sampling, units, and the analysis plan before interpreting a result; analysis cannot repair biased or inconsistent measurement.
A well-organized classroom study can still be limited by , measurement quality, confounding, and the population represented.
- • Question and variable cards map to the study design.
- • Control and measurement cards map to fair, reproducible data collection.
- • The conclusion card maps to a bounded claim supported by the analysis.
Driving question: Your Problem 4 exposure map has to convince a real community, not just a toxicologist, so how do you combine your pathway, dose data, and mitigation into one cited document that a parent or a city council member could actually read and use?
What you already know: Mitigation works by targeting either the source or the exposed population, so the best recommendation is the one whose risk reduction and cost make it feasible enough to actually get adopted.
New idea: Evidence can only drive a decision when it is integrated, cited, and readable by the people at risk, so a complete exposure map joins pathway, dose, and mitigation into one document a non-scientist can act on and confirms it in the tracker to close the Problem 4 loop.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Exposure map submit. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled system, test, or design relationship and identify which evidence should trigger revision.
- Observe or measure the relevant feature in exposure map submit.
- Organize the observation with a stable evidence ID.
- Apply this rule: Define variables, controls, sampling, units, and the analysis plan before interpreting a result; analysis cannot repair biased or inconsistent measurement.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Your Problem 4 exposure map has to convince a real community, not just a toxicologist, so how do you combine your pathway, dose data, and mitigation into one cited document that a parent or a city council member could actually read and use?
What the evidence supports: E1-E3 and F1 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • : A poisonous substance produced by a living organism, such as bacteria, plants, or animals, that can damage cells or disrupt body functions.
- • exposure: Contact with a substance, agent, or condition that could affect health, such as a chemical, , or environmental factor.
- • dose: The measured amount of a drug or substance given at one time, chosen to be effective while staying safe for the patient.
- • pollutant: A harmful substance released into air, water, or soil that can damage ecosystems and human health.
- • : The gradual buildup of a substance, such as a , inside an organism faster than the body can break it down or remove it.
- • risk: The chance that a harmful event, such as getting a disease, will happen within a given group or time period.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Environmental health risk is characterized by integrating hazard, dose-response, exposure, and uncertainty; an observed association or model result does not by itself establish individual causation.
Limit: A classroom dataset cannot represent every exposure route, susceptible group, confounder, or long-term outcome.
Define variables, controls, sampling, units, and the analysis plan before interpreting a result; analysis cannot repair biased or inconsistent measurement.
Limit: A well-organized classroom study can still be limited by , measurement quality, confounding, and the population represented.
Your exposure map integrates pathway, data, and mitigation.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-BFH-2027-04-12 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from exposure map submit supports before submitting the lab report named on today's page.
- • Submit a map that joins pathway, dose, and mitigation with citations a parent or council member could actually follow.
- • Hand it in now, because the science in the map is correct and the wording and citations are just polish.
- • Test the map on someone outside class first, because you cannot yet tell whether a non-scientist can act on it.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the lab report.
Claim ceiling: Today's evidence supports a classroom claim about exposure map submit. It cannot prove causation, diagnose a real patient, or justify action outside this room.
= final volume / sample volume. New concentration = starting concentration / dilution factor.
Mix 1 mL of sample to a final volume of 10 mL. The is 10. A 100 mg/mL starting sample becomes 10 mg/mL.
Use the same volume units before dividing. Concentration keeps its original concentration unit.
Apply the same setup to one supplied dilution or dose. Show the factor, new value, units, and a reasonableness check.
Students often think Students often think a map is finished once the science is correct, treating clear writing and citations as optional polish rather than part of the evidence.. The trap: Uncited or unreadable evidence cannot be acted on, so a technically correct map that a non-expert cannot follow or verify fails at its actual job of informing a community. Communication and sourcing are not decoration; they are what make the evidence usable.
Title: Lead Exposure Map, Older-Housing Neighborhood.
1. Pathway: lead pipes (source) to drinking water (medium) to ingestion (route) to nervous system (target). Most at-risk population: young children.
2. Data: average tap lead 13.2 ppb; highest home 22 ppb; EPA action level 15 ppb (cited: EPA Lead and Copper Rule). Two of five homes met or exceeded the action level.
3. Mitigation: filters now (fast, low cost) plus pipe replacement (permanent). Recommended both, filters first.
4. Plain-language risk statement for non-experts: 'Some homes here have more lead in their tap water than the safety limit allows. Lead is most harmful to young children. Using a certified filter and replacing old pipes lowers the risk.'
Citations: EPA Lead and Copper Rule action level (epa.gov); city water-quality report.
Tracker: marked Problem 4 exposure map as submitted.
| Map element | Content |
|---|---|
| Source | Lead service pipes |
| Medium / route | Water / ingestion |
| Target | Nervous system (children) |
| Data vs threshold | 22 ppb vs 15 ppb limit |
| Mitigation | Filters now + pipe replacement |
This model shows the level of evidence and organization needed to complete: Completes the Problem 4 deliverable: an integrated exposure map combining pathway, dose data with threshold comparison, mitigation, citations, and an at-risk population label.
- State the question and method.
- Present the observations and data with units.
- Explain the result, limitations, and next investigation.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Submit the finalized exposure map on Schoology and confirm in your tracker.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in Exposure map submit. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Classroom documents for this lesson are posted in Schoology. Open Clever, then Schoology, and find each one by the name shown on its card.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Environmental exposure and community health by path:Biomedical-Innovations/Problem-4_Environmental-Health/4.1_Environmental-Health; keywords:environmental, water quality. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Environmental exposure and community health by path:Biomedical-Innovations/Problem-4_Environmental-Health/4.1_Environmental-Health; keywords:environmental, exposure. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Environmental exposure and community health by path:Biomedical-Innovations/Problem-4_Environmental-Health/4.1_Environmental-Health; keywords:environmental. Score 134. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Sign in to Clever with your district Microsoft account to open Schoology or myPLTW. Follow today's posted steps. If myPLTW will not open, use the posted alternative and tell Mr. Mendoza. Turn in your completed work through the Schoology assignment.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about exposure map submit. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Your exposure map is scientifically accurate but a parent reading it says they cannot tell whether their child is at risk or what to do. Is the map complete? Why or why not?
Write an answer and pick a confidence to unlock the key.
Fast retrieval with instant answers, not the commit-then-reveal check above. Try each from memory first: write what you remember about the earlier units, then check yourself here.
Missed class or ready for more?▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands. This lesson has more than one, and they cover different skills.
The next class day is a bench day: you will halve a sample six times and find the last well that still shows color. Before class, know what a two-fold dilution does to concentration at each step, know why the endpoint is the last well darker than the blank rather than the first well that looks pale, and be ready to say why a reused tip pushes an endpoint one well too far. Bring your detection-limit data table from the water test, because it tells you roughly where your endpoint should land.
Finish the checklist before you handle any material.
- • Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start.
- • Human samples and data stay private: label with a code, never a name, and dispose of materials in the correct waste container, then wash your hands.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Combine your pathway diagram, data analysis, and mitigation notes.
- 3Label the source, pathway, dose, and at-risk population clearly.
- 4Add citations for your data and threshold values.
- 5Check that the map communicates risk to a non-expert.
- 6Submit the exposure map and confirm it appears in your tracker.
- 7Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 8Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
Today is individual work you can do from home: complete the same target above, then submit your Lab report.
Go to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
EPA: Learn About Environmental HealthYou've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home, including virtual labs, for extra credit. Each item shows its correct submission route.
Open the extra-credit track- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.
This week
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