Vaccine and disease-model lab
Safety gate · before any work
- No wet lab materials today; all work is computational and diagrammatic.
- Dataset is anonymized class-aggregate; do not enter or share any personal health information.
- If the simulation software requires a login, use only your school account credentials.
Do now
Model how a vaccine triggers adaptive immunity and use disease-spread data to test a simple outbreak prediction.
- Hand in
- Adaptive immunity diagram, two-scenario disease-model data table, and one comparison sentence.
- 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.
If a disease has an R-zero of 12, like measles, what fraction of a Cleveland school has to be vaccinated to keep one infected student from starting an outbreak?
Model how a triggers and use disease-spread data to test a simple outbreak prediction.
- • You'll be able to trace how a produces antibodies and memory cells.
- • You'll be able to use model data to compare outbreak outcomes at different vaccination rates.
- A gives you the but not the disease. How can that still protect you later?
- protects people who are not vaccinated. In one sentence, how can that possibly work?
- 1Diagram the adaptive : , , and memory cell, labeling each step.
- 2Open the disease-model dataset in the shell and identify the columns for infected, recovered, and vaccinated.
- 3Run the model at two vaccination rates and record new infections at each rate in a .
- 4Write one sentence comparing how the response and the population data each slow disease spread.
- 5Save your diagram, , and comparison sentence as your lab evidence.
What did this day actually feel like?
Vaccine and disease-model lab
LAB Modeling how a disease moves through a population and what changes when a fraction is immune.
Watching the model stop spreading before everyone is vaccinated is the clearest possible demonstration of herd immunity. The unvaccinated are protected by the vaccinated.
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.
Modeling how a disease moves through a population and what changes when a fraction is immune.
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 builds memory cells before the real arrives, so the secondary is fast enough to stop infection in one person and, when enough people are covered, to break the chain of spread across a population.
- 0-5Hook curves and review for dataset work
- 5-20Draw and label adaptive : in, and memory cell out
- 20-40Open disease-model dataset; identify columns; run two vaccination-rate scenarios
- 40-55Record new-infection counts in ; calculate difference between rates
- 55-70Write comparison sentence; connect molecular diagram to population curve
- 70-80Save all three artifacts to course shell; teacher debrief
- • Hook: Show two outbreak curves side by side: one unvaccinated population, one at 80% coverage.
- • Why it matters: The same immune logic that protects one person, at population scale, protects those who cannot be vaccinated.
- • Today's work: You diagram the molecular response, then run a model to see it at population scale.
- • Exit goal: Diagram, , and comparison sentence saved before the bell.
- • produces -specific antibodies and long-lived memory B and T cells on first exposure.
- • A delivers without disease, priming memory cells so the secondary response is faster and stronger.
- • depends on the fraction vaccinated exceeding the threshold derived from R-zero.
Auditory anatomy, audiograms, cochlear implants, immune response, vaccine design, herd immunity. · and disease-model lab
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 Activity 1.4.1 Disease Prevention Through Vaccination in myPLTW and complete the diagram alongside the disease-model dataset.
Mark the vaccination model activity complete after your diagram and are saved.
work should be done (Tuesday); immunity diagram and disease-model due today.
diagram, two-scenario , and comparison sentence saved in the course shell.
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.
Auditory anatomy, audiograms, cochlear implants, immune response, vaccine design, herd immunity. · Vaccine and disease-model lab
Open Activity 1.4.1 Disease Prevention Through Vaccination in myPLTW and complete the diagram alongside the disease-model dataset.
work should be done (Tuesday); immunity diagram and disease-model due today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Model how a triggers and use disease-spread data to test a simple outbreak prediction.
- Diagram the adaptive : , , and memory cell, labeling each step.
- Open the disease-model dataset in the shell and identify the columns for infected, recovered, and vaccinated.
- Run the model at two vaccination rates and record new infections at each rate in a .
- Write one sentence comparing how the response and the population data each slow disease spread.
- Save your diagram, , and comparison sentence as your lab evidence.
Lab report: diagram, two-scenario disease-model , and one comparison sentence.
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 |
|---|---|
| Diagram the adaptive : , , and memory cell, labeling each step. | _______ |
| Open the disease-model dataset in the shell and identify the columns for infected, recovered, and vaccinated. | _______ |
| Run the model at two vaccination rates and record new infections at each rate in a . | _______ |
| Write one sentence comparing how the response and the population data each slow disease spread. | _______ |
| Save your diagram, , and comparison sentence as your lab evidence. | _______ |
Working solo? Put your own name in "Who" for every row.
- You'll be able to trace how a produces antibodies and memory cells.
- You'll be able to use model data to compare outbreak outcomes at different vaccination rates.
- 1Do thisModel how a vaccine triggers adaptive immunity and use disease-spread data to test a simple outbreak prediction.
- 2Use this resource
- 3Submit thisLab report: Adaptive immunity diagram, two-scenario disease-model data table, and one comparison sentence.
- 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. Genetics of Disease (Medical Interventions) › Auditory anatomy, audiograms, cochlear implants, immune response, vaccine design, herd immunity. › 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.
The plots louder thresholds farther down the chart so that a lower line reads as worse hearing, which lets a clinician classify severity and predict exactly which speech sounds a patient will miss.
A builds memory cells before the real arrives, so the secondary is fast enough to stop infection in one person and, when enough people are covered, to break the chain of spread across a population.
Wet footprints appear across connected rooms after one person enters from the rain.
- Which footprint came first?
- Which rooms connect?
- What pattern would support more than one entry point?
Patterns across time and connection can narrow a explanation without proving it by themselves.
People change behavior, infections have periods, and surveillance data can be incomplete.
- • Footprints map to recorded cases.
- • Room connections map to exposures.
- • The route hypothesis maps to a limited claim.
Driving question: If a disease has an R-zero of 12, like measles, what fraction of a Cleveland school has to be vaccinated to keep one infected student from starting an outbreak?
What you already know: The plots louder thresholds farther down the chart so that a lower line reads as worse hearing, which lets a clinician classify severity and predict exactly which speech sounds a patient will miss.
New idea: A builds memory cells before the real arrives, so the secondary is fast enough to stop infection in one person and, when enough people are covered, to break the chain of spread across a population.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Vaccine and disease-model lab. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled testing, treatment, or biological process and identify where evidence limits the decision.
- Observe or measure the relevant feature in and disease-model lab.
- Organize the observation with a stable evidence ID.
- Apply this rule: Patterns across time and connection can narrow a explanation without proving it by themselves.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: If a disease has an R-zero of 12, like measles, what fraction of a Cleveland school has to be vaccinated to keep one infected student from starting an outbreak?
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.
- • : The spiral, snail-shaped part of the inner ear that turns sound vibrations into nerve signals the brain reads as hearing.
- • : A sensory cell in the inner ear with tiny hair-like bundles that convert sound vibrations or movement into nerve signals the brain can read.
- • : A graph from a hearing test that plots the softest sounds a person can hear at different pitches, showing the type and degree of any hearing loss.
- • : A preparation that trains the immune system to recognize a specific , building protection so the body can fight it off faster later.
- • : Protection that arises when enough people in a community are immune to a disease that its spread slows and shields those who are not immune.
- • : The part of the immune system that learns a specific , builds targeted antibodies and memory cells, and responds faster the next time it appears.
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.
produces -specific antibodies and long-lived memory B and T cells on first exposure.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
A builds memory cells before the real arrives, so the secondary is fast enough to stop infection in one person and, when enough people are covered, to break the chain of spread across a population.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You'll be able to trace how a produces antibodies and memory cells.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-GEND-2026-10-07 · Simulated classroom evidence scenario
Your role: medical interventions team member
Decision: Your team must decide what the evidence from and disease-model lab supports before submitting the lab report named on the lesson page.
- • Choose the strongest supported explanation.
- • Choose the next evidence to collect.
- • Hold the decision because the evidence is insufficient.
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 and disease-model lab. 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 and disease-model lab supports before submitting the lab report named on the lesson page.
Context: Immune memory in one person and vaccination coverage across a population are the same idea at two scales: past exposure changes how fast a threat is stopped.
- • T1: Diagram the adaptive : , , and memory cell, labeling each step.
- • T2: Open the disease-model dataset in the shell and identify the columns for infected, recovered, and vaccinated.
- • T3: Run the model at two vaccination rates and record new infections at each rate in a .
- • T4: Write one sentence comparing how the response and the population data each slow disease spread.
- • T5: Save your diagram, , and comparison sentence as your lab evidence.
- • E1: produces -specific antibodies and long-lived memory B and T cells on first exposure.
- • E2: A builds memory cells before the real arrives, so the secondary is fast enough to stop infection in one person and, when enough people are covered, to break the chain of spread across a population.
- • E3: You'll be able to trace how a produces antibodies and memory cells.
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 and disease-model lab. Trace the labeled testing, treatment, or biological process and identify where evidence limits the decision. 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.
= 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 think a works by putting a small dose of the actual disease in you, so getting vaccinated means being a little bit sick.. The trap: A delivers the , the recognizable marker, without causing the disease, which primes memory B and T cells so the second real exposure gets a faster, stronger response. Believing the vaccine is a mild version of the illness feeds the myth that vaccines 'give you the disease,' when the point is protection without it.
Adaptive immunity diagram (in words): A pathogen displays an antigen. A B cell that fits that antigen activates and makes antibodies that tag the pathogen for destruction. Some of those cells become long-lived memory cells, so the next exposure triggers a faster, stronger response. A vaccine delivers the antigen without the disease, so memory cells form safely.
Disease-model results: I ran the model at two vaccination rates and recorded new infections.
Comparison sentence: The antibody response stops the disease inside one person by clearing the pathogen, while the population data shows that vaccinating enough people stops the disease between people by leaving the virus too few hosts to spread to.
| Vaccination rate | New infections (model run) |
|---|---|
| 40% | 180 |
| 80% | 22 |
This model shows the level of evidence and organization needed to complete: Completes the vaccine modeling lab: an adaptive immunity diagram, a two-scenario disease-model data table, and one sentence comparing the antibody response with the population data.
- 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: Save the diagram, data table, and comparison sentence to the course shell.
- 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 Vaccine and disease-model lab. 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 with the vaccination lesson to connect development to a real example.
Placement rationale
Relocated to the vaccination lesson (Unit 1.4), where the COVID activity supports the day. Visibility: student-schoology.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Hearing loss, cochlear implants, vaccines by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.3_Hearing-Loss; keywords:hearing, , cochlear. 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 Hearing loss, cochlear implants, vaccines by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.4_Vaccination; keywords:, vaccination. Score 142. 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 Hearing loss, cochlear implants, vaccines by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.4_Vaccination; keywords:, vaccination. Score 142. 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 and disease-model lab. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Two students both get exposed to the same virus. One was vaccinated last year, one was not. Explain, using memory cells, why the vaccinated student's body responds faster.
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: No wet lab materials today; all work is computational and diagrammatic. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • No wet lab materials today; all work is computational and diagrammatic.
- • Dataset is anonymized class-aggregate; do not enter or share any personal health information.
- • If the simulation software requires a login, use only your school account credentials.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Diagram the adaptive immune response: antigen, antibody, and memory cell, labeling each step.
- 3Open the disease-model dataset in the shell and identify the columns for infected, recovered, and vaccinated.
- 4Run the model at two vaccination rates and record new infections at each rate in a data table.
- 5Write one sentence comparing how the antibody response and the population data each slow disease spread.
- 6Save your diagram, data table, and comparison sentence as your lab evidence.
- 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.
Run the assigned virtual immunology lab from home, then complete the same case and data analysis: build the diagram and compare new infections at two vaccination rates from the provided dataset.
HHMI BioInteractive Immunology Virtual Lab (preview; use class dataset if blocked)Then submit your Lab report. 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.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
NIH MedlinePlus- 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.