WebXam baseline graphing and growth projection
Open your materials, follow the steps, then turn in your work.
Graph the pretest scores you have, describe the anonymous class pattern, and draw a study goal you can check later.
1. Open your materials
2. Start the work
Open your private report in the Schoology folder named Your WebXam pretest report (visible only to you). No report yet? Use the SIMULATED values printed on the sheet and write SIMULATED.
Show all 7 required steps
- Open your private report in the Schoology folder named Your WebXam pretest report (visible only to you). No report yet? Use the SIMULATED values printed on the sheet and write SIMULATED.
- Part A: copy the reported domain scores and Total into the table, then compute the points to 65. Write not reported for any missing score. If you use the complete practice dataset instead, label it SIMULATED.
- Part B: draw a bar for each reported score, with the score axis starting at 0 and a reference line at 65. Leave missing scores blank; do not draw them as zero.
- Part C: use the anonymous class tally from class or Schoology to draw the histogram and mark the median bin. Calculate an exact median and range only if raw scores are provided. Bins alone do not give exact values.
- Part D: choose a week-12 target of at least 65, draw the straight line from your baseline at week 0, compute points per week, and read off the October 2 and October 30 predictions.
- Part E: write the claim-evidence-reasoning paragraph that defends your target and names the assumption a straight line makes.
- Submit the completed three-page activity as one PDF in Schoology, or hand in the paper copy. Keep a copy: the take-home exam needs it.
Lost your place? Check the first unfinished part: A is the table, B the bars, C the class histogram, D the growth line, and E your explanation. A finished table does not mean your bars are finished. Continue at the first part that still needs work.
Check your work before submitting
- I can copy reported scores, mark missing scores not reported, and label simulated practice data.
- I can build a bar graph whose axis starts at zero and read each bar against the 65 line.
- I can find the class median bin and explain why exact median and range need raw scores.
- I can compute points per week from a straight-line projection and predict two checkpoints.
- I can defend a target in a CER paragraph and name what would make me revise it.
3. Turn in your work
DueCheck Schoology- Hand in
- Completed Genetics of Disease WebXam Baseline Graphing Activity: reported-score table and bars, class histogram with median bin, growth line with two checkpoints, and a claim-evidence-reasoning paragraph. Calculate exact median and range only when raw scores are available.
How to submit and name your file
Submit one PDF in the Schoology assignment Wk2 WebXam: Baseline graphing and growth projection, or hand in the paper copy. Absent? Print the PDF from this page, complete it with the SIMULATED values if you have no report, and bring it to the next class.
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.
Find this lesson's Schoology assignments
These are existing assignments for your section. Follow the directions in the assignment you are working on; this list does not add new work. Check Schoology for each deadline.
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
How this lesson connects
Study plan → illness clues → pathogen groups → tests of a possible cause. The graphing activity helps you choose what to practice; the patient case helps you reason from evidence.
Need help? Warm-up, timing, and directions▸
💡 Big idea: How does a starting number become a plan you can check?
- 0-8 minOpen the private report; Part A baseline table
- 8-25 minPart B: graph reported scores with the 65 reference line
- 25-40 minPart C: anonymous class histogram and median bin; exact range only with raw scores
- 40-60 minPart D growth line, points per week, October 2 and October 30 predictions
- 60-75 minPart E CER paragraph
- 75-80 minSubmit or hand in; photograph your graphs for the take-home exam
- • Yesterday you took the pretest and started a study plan. Today the numbers on your private report become data.
- • Use the worksheet's 65 percent reference line. The 12-week growth line is a study model, not a confirmed testing date.
- • Three graphs today: your baseline by domain against the 65 line, the class histogram, and your growth line to week 12.
- • Start the bar graph's score axis at zero. Label every graph's axes, units, and scale so another person can read it.
- • WebXam 072130 (Genetics of Disease) has four content domains: Molecular and Genetic Technology, Laboratory Standard Operational Procedures, Culturing, and Biotechnology Research and Experiments. The pass score is 65 percent.
- • A bar graph whose axis starts at zero shows distance to the pass line honestly; a histogram of class scores shows the pattern without naming anyone.
- • A straight growth line assumes equal gain every week; a checkpoint tells you whether that assumption held.
PLTW connection and today's work
No new myPLTW work today. Next class, Activity 1.1.2 Investigating an Outbreak begins with the official Day 1 histories, case notes, and a contact map in Schoology.
Today's stopping point: Pretest debrief posted Thursday; graphing activity due today.
Today uses John Hay teacher-created practice. It builds skills for the course, but does not count as completing an official myPLTW activity.
Course connection
- Activity 1.1.2 Investigating an Outbreak
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
Lesson resources: reading, slides, and vocabulary▸
Students often think Students often assume the total score is the number to study from, and that a straight growth line is a promise of where they will end up.. The trap: The total averages away the domain that needs the most work, so the plan has to come from the four domain bars. A straight line is an assumption of equal gain every week, not a prediction with evidence behind it; the October checkpoints exist to test that assumption and revise the line.
Part A (invented report): Molecular 40, Lab SOP 70, Culturing 50, Biotech 55, Total 52. Points to the 65 line: 25, already above by 5, 15, 10, 13.
Part B: five bars, axis from 0 to 100, a dashed line across at 65. Lab SOP is the only bar above the line; Molecular is farthest below.
Part D: target 70 at week 12. Rate = (70 minus 52) divided by 12 = 1.5 points per week. Week 4 (October 2) prediction: 52 + 6 = 58. Week 8 (October 30) prediction: 52 + 12 = 64.
Part E: Claim: 70 by week 12 is reachable. Evidence: three of four domains are within 15 points of the line and Lab SOP is already above it. Reasoning: the gap is concentrated in Molecular, so two study sessions a week on molecular techniques should move the Total faster than spreading time evenly. The straight line assumes equal gain every week; if the October 2 checkpoint comes in under 55, I will lower the target or change the plan.
| Domain | Score | Points to 65 |
|---|---|---|
| Molecular and Genetic Technology | 40 | 25 |
| Laboratory SOP | 70 | above by 5 |
| Culturing | 50 | 15 |
| Biotechnology Research | 55 | 10 |
| Total | 52 | 13 |
This model shows the level of evidence and organization needed to complete: A model of Parts A, D, and E on the baseline graphing sheet, worked on an invented report so you can see the moves without seeing anyone's score.
- Name the variables and include units.
- Enter observations without changing the raw values.
- Check labels, calculations, and patterns before interpreting the data.
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: Complete Parts A to E on your own report (or the SIMULATED values), then submit one PDF or hand in the paper copy.
- 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 WebXam baseline graphing and growth projection. 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.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:outbreak, . 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 Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:outbreak, case. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/00_Unit-Overview; keywords:outbreak, . 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 today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
A student's baseline Total is 46. They set a week-12 target of 70 and draw a straight line. What is their points per week, what should the line predict at week 4 (October 2), and what October result would mean the line needs revising?
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?▸
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.
Open the baseline graphing worksheet. Complete Parts A to E with your report or the clearly labeled SIMULATED practice data. Keep a copy for your take-home exam and submit the worksheet as one PDF or a paper copy.
Complete this worksheet: Genetics baseline graphsSubmit one PDF in the Schoology assignment Wk2 WebXam: Baseline graphing and growth projection, or hand in the paper copy. Absent? Print the PDF from this page, complete it with the SIMULATED values if you have no report, and bring it to the next class.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC: Principles of Epidemiology (self-study)- 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.
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