Claim graph submit
Safety gate · before any work
- 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.
Do now
Finalize and submit your environmental claim graph with supporting CER analysis.
- Hand in
- Finalized claim graph package: labeled data table, graph with titled scaled axes, CER paragraph, data-source citations, and outlier notes.
- Where
- Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
You get two school days for every day you were absent, so this deadline moves with you.
You are about to submit your claim graph. Does every number trace back to a source, and does your written claim stay inside what the graph can actually prove?
Finalize and submit your environmental claim graph with supporting CER analysis.
- • Your submission pairs an accurate graph with a valid CER.
- • The claim graph is cited and submitted.
- Why does a claim that goes beyond what the graph shows count as unsupported, even if it feels true?
- What is the very last step that actually makes your submission count in this class?
- 1Combine your , graph, and CER paragraph.
- 2Verify axis labels, units, and outlier notes are correct.
- 3Add citations for the data source.
- 4Check that the claim is fully supported by the graph.
- 5Submit the claim graph and confirm it in your tracker.
What did this day actually feel like?
Claim graph submit
Graph and paragraph.
Turned in: lab report → Lab Reports folder
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
The same day, drawn.
Graph and paragraph.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
🛠 Get unstuck · pick your level
Lab day: Tier 1 is the whole class at the bench. No extension today.
🔑 Today's words · 5
Tap a word in the lesson for a plain meaning and one example. Recycled into next week's Do-Now.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: A submission counts only when every point is traceable and the claim stays inside the graph, so that a stranger can verify your argument and the tracker confirmation makes it officially exist.
- 0-5 minWarm-up: what is the one thing still wrong or missing in your graph?
- 5-20 minCombine , graph, and CER into one document
- 20-40 minVerify axis labels, units, and outlier notes; add data-source citations
- 40-55 minConfirm the claim is fully supported by graph values
- 55-68 minFinal partner check: can they identify the claim and its evidence?
- 68-80 minSubmit claim graph and confirm in tracker
- • Today we close out the graphing unit with a polished, submission-ready package.
- • We're combining the , the graph, and the CER paragraph into one complete artifact.
- • Every number needs a citation. Every axis needs a label. Every claim needs the graph to back it.
- • When you submit today, Problem 4 graphing is done.
- • Every data point in a submission needs a traceable source citation.
- • The claim and the graph must align: a claim that goes beyond the data is unsupported.
- • Tracker confirmation is the last step that makes the submission count.
Data tables, graphical claims, variables, outliers, correlation vs causation. · Claim graph submit
Day 3 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Open Problem 4 in your myPLTW course shell and confirm Problem 4 graphing activities are complete, then finalize and submit your environmental claim graph.
Submit your finalized claim graph to the Problem 4 portfolio.
Graphing should be fully wrapped up today; no Problem 4 graphing items should remain open after this submission.
Screenshot of your LMS submission confirmation as final evidence.
The official PLTW activity stays inside myPLTW. If myPLTW will not open, use F1 and E1-E3 on this page to complete today's local evidence decision, then make up the official activity when access returns. Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible through the submission route shown below.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Data tables, graphical claims, variables, outliers, correlation vs causation. · Claim graph submit
Open Problem 4 in your myPLTW course shell and confirm Problem 4 graphing activities are complete, then finalize and submit your environmental claim graph.
Graphing should be fully wrapped up today; no Problem 4 graphing items should remain open after this submission.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Finalize and submit your environmental claim graph with supporting CER analysis.
- Combine your , graph, and CER paragraph.
- Verify axis labels, units, and outlier notes are correct.
- Add citations for the data source.
- Check that the claim is fully supported by the graph.
- Submit the claim graph and confirm it in your tracker.
Lab report: Finalized claim graph package: labeled , graph with titled scaled axes, CER paragraph, data-source citations, and outlier notes.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Use the checklist just below and upload by 11:29 PM for full credit. Absent with an excused absence? You get two school days for every day you were absent, so this deadline moves with you.
| Task | Who |
|---|---|
| Combine your , graph, and CER paragraph. | _______ |
| Verify axis labels, units, and outlier notes are correct. | _______ |
| Add citations for the data source. | _______ |
| Check that the claim is fully supported by the graph. | _______ |
| Submit the claim graph and confirm it in your tracker. | _______ |
Working solo? Put your own name in "Who" for every row.
- Your submission pairs an accurate graph with a valid CER.
- The claim graph is cited and submitted.
- 1Do thisFinalize and submit your environmental claim graph with supporting CER analysis.
- 2Use this resource
- 3Submit thisLab report: Finalized claim graph package: labeled data table, graph with titled scaled axes, CER paragraph, data-source citations, and outlier notes.
- 4Submit it here
- 1Open the drop folder.
- 2Sign in with your district Microsoft account, not a personal one.
- 3Upload the file, named Lastname_Firstname__Assignment Title.
- 4Your own upload panel says Uploaded with a green check: that is your receipt.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Biotechnology for Health (Biomedical Innovations) › Data tables, graphical claims, variables, outliers, correlation vs causation. › Lab reportOpen the drop folder
Learn it · deck, reading, 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.
A CER paragraph converts a graph into an argument because it forces you to name the exact number and the exact reasoning, so a reader can check your logic instead of trusting your impression.
A submission counts only when every point is traceable and the claim stays inside the graph, so that a stranger can verify your argument and the tracker confirmation makes it officially exist.
A detective board holds observations, possible explanations, and one next question.
- Which notes are direct observations?
- Which notes are explanations?
- What new evidence would separate the explanations?
Keep observations separate from explanations, then collect the evidence that can distinguish the options.
Biomedical investigations use controlled procedures and validated measurements, not intuition alone.
- • Board notes map to E1-E3.
- • Possible explanations map to the decision options.
- • The next question maps to the evidence-based action.
Driving question: You are about to submit your claim graph. Does every number trace back to a source, and does your written claim stay inside what the graph can actually prove?
What you already know: A CER paragraph converts a graph into an argument because it forces you to name the exact number and the exact reasoning, so a reader can check your logic instead of trusting your impression.
New idea: A submission counts only when every point is traceable and the claim stays inside the graph, so that a stranger can verify your argument and the tracker confirmation makes it officially exist.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Claim graph 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 Claim graph submit.
- Organize the observation with a stable evidence ID.
- Apply this rule: Keep observations separate from explanations, then collect the evidence that can distinguish the options.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: You are about to submit your claim graph. Does every number trace back to a source, and does your written claim stay inside what the graph can actually prove?
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.
- • graph: A visual display of data, such as a bar, line, or scatter plot, that makes patterns and relationships easier to see than a table of numbers.
- • trend: The general direction that data moves over time, such as rising, falling, or staying steady, seen across many points rather than a single value.
- • outlier: A data point that lies far away from the rest of the values in a set, which may signal an error or a genuinely unusual result.
- • error: The difference between a measured value and the true value, caused by limits of instruments, method, or the person measuring.
- • correlation: Two things tending to occur together, which does not by itself prove that one causes the other.
- • causation: When one factor actually brings about another, shown by controlled evidence rather than by the two simply appearing together.
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.
Every data point in a submission needs a traceable source citation.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
A submission counts only when every point is traceable and the claim stays inside the graph, so that a stranger can verify your argument and the tracker confirmation makes it officially exist.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
Your submission pairs an accurate graph with a valid CER.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-BFH-2027-04-16 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from Claim graph submit supports before submitting the lab report named on the lesson page.
- • Select the option best supported by E1-E3.
- • Select a reasonable alternative and name the evidence it would require.
- • Delay the claim because the evidence does not distinguish the options.
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: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about Claim graph submit. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Reason for review: Your team must decide what the evidence from Claim graph submit supports before submitting the lab report named on the lesson page.
Context: A claim is only as strong as it is traceable: every data point needs a source, and the claim can never say more than the graph actually shows, or the whole argument collapses under one question.
- • T1: Combine your , graph, and CER paragraph.
- • T2: Verify axis labels, units, and outlier notes are correct.
- • T3: Add citations for the data source.
- • T4: Check that the claim is fully supported by the graph.
- • T5: Submit the claim graph and confirm it in your tracker.
- • E1: Every data point in a submission needs a traceable source citation.
- • E2: A submission counts only when every point is traceable and the claim stays inside the graph, so that a stranger can verify your argument and the tracker confirmation makes it officially exist.
- • E3: Your submission pairs an accurate graph with a valid CER.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Figure finding: Teaching diagram for Claim graph submit. Trace the labeled system, test, or design relationship and identify which evidence should trigger revision. This is a teaching model, not patient or experimental data.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Mean = sum of values / number of values. Median = middle ordered value. Range = maximum - minimum.
For 2, 4, 4, and 10: mean = 20 / 4 = 5, median = 4, and range = 10 - 2 = 8.
Mean, median, and range keep the measurement unit. Order the values before finding the median.
Calculate the requested summary for today's supplied values, then write what it reveals and what it hides.
Students often think Once the graph looks polished and the CER is written, the work is done and I can submit; citations and the tracker are just extra paperwork.. The trap: Polish is not proof. An uncited data point is unverifiable, so a reader cannot trust it, and an unconfirmed tracker entry means the submission does not exist in the system. Both are load-bearing, not paperwork.
Final package contents:
1. Data table: monthly PM2.5 with units (micrograms/m3), June flagged as an outlier.
2. Graph: line graph titled 'Monthly Roadway PM2.5', y-axis scaled 0 to 40 with units, x-axis months.
3. CER paragraph: claims summer PM2.5 is highest, cites the 35 vs 9 to 14 values, classifies the link as correlation, and names the wildfire alternative explanation.
4. Citation: city air-quality monitoring data (agency report), accessed this term.
Alignment check: My claim says 'highest in summer in this dataset,' which the graph fully supports. I did not claim summer causes the spike, because the data only shows correlation, so the claim stays within the evidence.
Tracker: marked the claim graph as submitted.
This model shows the level of evidence and organization needed to complete: Completes the Problem 4 claim-graph deliverable: a labeled data table, a graph with titled scaled axes, a CER paragraph, data-source citations, and outlier notes.
- 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 claim graph on the class site 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 Claim graph 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 data graphing and analysis 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).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Environmental data graphing and analysis by path:Biomedical-Innovations/Problem-4_Environmental-Health/4.1_Environmental-Health; keywords:environmental. Score 130. 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 data graphing and analysis by path:Biomedical-Innovations/Problem-4_Environmental-Health/4.1_Environmental-Health; keywords:environmental. Score 130. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open Clever and sign in with your Microsoft (district) account. Both myPLTW and Schoology are in Clever. Do the activity in myPLTW. Turn the work in on this site or hand it to Mr. Mendoza, because that is the step that counts as submitted. Schoology only shows your report-card grade later.
Check yourself · commit, then reveal▸
Claim ceiling for this check: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about Claim graph submit. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Your graph shows nitrate levels at 3 sample sites. Your claim reads: 'Nitrate pollution is rising across all of Cleveland's water.' Is this ready to submit? Fix it.
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.
Go further and get help▸
I can name the procedure's purpose and the evidence I will record. I can identify each named hazard and the control that reduces it: 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. My data table is ready before materials are handled.
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 data table, graph, and CER paragraph.
- 3Verify axis labels, units, and outlier notes are correct.
- 4Add citations for the data source.
- 5Check that the claim is fully supported by the graph.
- 6Submit the claim graph and confirm it 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.
Open the drop folderTurn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Khan Academy StatisticsYou'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.
- SubmittedTurned in the right way, on the class site or handed to Mr. Mendoza in class, and confirmed. Not in Schoology: that is where the report-card grade appears later.
- 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.